Advisor(s)
Abstract(s)
Com as mudanças ocorridas na sociedade, as escolas enfrentam constantes desafios que conduzem a um interesse, cada vez maior, com a qualidade do serviço que prestam. Portugal, tal como sucede noutros países europeus, tem vindo a desenvolver esforços no sentido de melhorar a qualidade do sistema de ensino e, implicitamente, a avaliação do sistema educativo. O presente trabalho procurou compreender a importância que os directores das escolas atribuem aos processos de auto-avaliação e avaliação externa, a partir da análise dos seus projectos de intervenção. Tendo em conta o objectivo do trabalho, a opção metodológica seguida inscreveu-se numa abordagem qualitativa. O corpus documental para análise de conteúdo foi constituído pelos projectos de intervenção na escola propostos pelos directores de escolas/agrupamentos de três concelhos contíguos da Região Centro que tinham sido objecto de avaliação externa pela IGE, nos anos lectivos 2006-2007, 2007-2008 e 2008-2009. Com base na investigação produzida, concluímos que as questões da auto-avaliação e da avaliação externa das escolas constituem preocupações dos directores das escolas presentes nos seus projectos de intervenção. Analisámos esta problemática, tendo como referência dois modelos teóricos, modelo burocrático-racional e o modelo (neo)institucional, o que tornou a leitura do tema bem mais explícita. Não se podendo ignorar a existência (nas escolas) de naturais preocupações com a melhoria de processos e resultados e com a implementação de procedimentos adequados e coerentes, deparamo-nos também com procedimentos rotineiros, formalizados e estandardizados, com práticas escolares que procuram responder a exigências externas numa estratégia de compromisso normativo e de conformidade legitimadora. E os projectos de intervenção dos directores, no que se reporta às questões da avaliação das escolas, não se encontram imunes a esta apreciação.
With the continuous changes that occured in society schools face constant challenges that lead to an increasing interest in the quality of the service that they offer. Portugal, as well as other European countries, has been developing efforts to improve the quality of the educational system and therefore its evaluation. This essay tried to understand the importance that school principals give to self evaluation and external evaluation processes by analyzing their own intervention projects. Bearing in mind the goal of this essay the methodology option adopted was a qualitative approach. The documental corpus for the content analysis was established by the schools’ intervention projects proposed by the school principals of 3 center region adjacent councils that had been the target of an external evaluation from the IGE in school years 2006-2007, 2007-2008 e 2008-2009. Based on the investigation that took place we concluded that the topics self evaluation and external evaluation of schools are concerns of the principals of the schools which are included in their intervention projects. We analyzed this topic having as a reference two theoretical models (the bureaucratic-rational model and the (neo)institutional model) which made the reading of the subject more explicit. We cannot ignore the existence in schools of natural concerns with the improvement of processes and results and with the implementation of adequate and coherent procedures. We also face routine procedures, formalized and standardized, school practices that aim to respond to the external requirements in a strategy of normative compromise and legitimizing conformity. In what concerns schools’ evaluation, the intervention projects of the principals are not immune to this appreciation.
With the continuous changes that occured in society schools face constant challenges that lead to an increasing interest in the quality of the service that they offer. Portugal, as well as other European countries, has been developing efforts to improve the quality of the educational system and therefore its evaluation. This essay tried to understand the importance that school principals give to self evaluation and external evaluation processes by analyzing their own intervention projects. Bearing in mind the goal of this essay the methodology option adopted was a qualitative approach. The documental corpus for the content analysis was established by the schools’ intervention projects proposed by the school principals of 3 center region adjacent councils that had been the target of an external evaluation from the IGE in school years 2006-2007, 2007-2008 e 2008-2009. Based on the investigation that took place we concluded that the topics self evaluation and external evaluation of schools are concerns of the principals of the schools which are included in their intervention projects. We analyzed this topic having as a reference two theoretical models (the bureaucratic-rational model and the (neo)institutional model) which made the reading of the subject more explicit. We cannot ignore the existence in schools of natural concerns with the improvement of processes and results and with the implementation of adequate and coherent procedures. We also face routine procedures, formalized and standardized, school practices that aim to respond to the external requirements in a strategy of normative compromise and legitimizing conformity. In what concerns schools’ evaluation, the intervention projects of the principals are not immune to this appreciation.
Description
Keywords
Escolas Auto-avaliação Avaliação externa Projecto de intervenção Director Schools Self evaluation External evaluation Intervention project Principal