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Abstract(s)
O tema da presente dissertação enquadra-se na área da Administração e Organização
Escolar, centrando-se na problemática relativa aos requisitos para uma escola de qualidade.
O objetivo geral do estudo é o de compreender e relacionar os indicadores de
qualidade de uma escola na perspetiva do desenvolvimento do ensino/aprendizagem e da
construção da pessoa com a prática avaliativa das escolas, sobretudo a avaliação externa.
O estudo efetuado é contextualizado num quadro teórico onde apresentamos um
levantamento das principais questões que se apresentam dentro da problemática da
qualidade da escola e desta como organização. Apresentamos alguns indicadores que
consideramos fundamentais para que a escola possa prestar um serviço educativo capaz de
marcar a diferença no momento histórico, social e político do nosso país, ao mesmo tempo
que levantamos algumas questões sobre a problemática da regulação da educação num
contexto de reconfiguração da intervenção estatal na ação educativa e se o papel da
avaliação externa neste contexto de mudança abarca os indicadores de qualidade que
apontamos.
Na parte central da investigação empírica, procurámos obter dados num contexto de
relatórios de avaliação externa para compreender melhor o impacto da implementação
deste processo na qualidade educativa das escolas e das aprendizagens.
Do ponto de vista metodológico, optámos por uma abordagem de natureza qualitativa
interpretativa, visando retirar todo o potencial que encerram os relatórios de avaliação
extrema das escolas, que possa vir a ser um ponto de partida para novas perspetivas de
melhoria, e sobretudo, possa constituir para uma base que ajude a “pensar a educação” e a
favorecer a promoção do sucesso educativo e a preparação dos alunos para a vida futura.
The theme of this essay fits the area of School Administration and Organization, focusing on the problematic related to the needs to achieve a school with quality The general purpose of the study is to understand and to relate the quality indicators of a school in the perspective of the development of the teaching/learning process and a person’s growth with the school’s evaluative practice, mainly the external evaluation. The study accomplished is contextualized in a theoretical scenario in which we present a raising of the main issues brought forward within the problematic of the school’s quality and of the school itself as an organization. We present some indicators which we consider essential so that school may provide an educational service able of setting the difference in our country’s historical, social and political moment, raising, at the same time, some issues about the problematic of education’s regulation in a context of the reconfiguration of stateowned intervention in the educational action and whether the role of external evaluation in this changing context covers the quality indicators which we aim at. In the inner part of the empirical investigation, we have tried to obtain data in a context of external evaluation reports, to be able to better understand the impact of such process establishment on the schools’ educational process and apprenticeships. From the methodologist point of view, we have chosen an approach of a qualitative interpretative nature, aiming at withdrawing all the potential which the schools’ extreme evaluation reports enclose, in a way that it might be a starting point to new perspectives of improvement, and, above all, that it might set the basis which helps to “think education” and to benefit the promotion of the educational success and the preparation of students to their future life.
The theme of this essay fits the area of School Administration and Organization, focusing on the problematic related to the needs to achieve a school with quality The general purpose of the study is to understand and to relate the quality indicators of a school in the perspective of the development of the teaching/learning process and a person’s growth with the school’s evaluative practice, mainly the external evaluation. The study accomplished is contextualized in a theoretical scenario in which we present a raising of the main issues brought forward within the problematic of the school’s quality and of the school itself as an organization. We present some indicators which we consider essential so that school may provide an educational service able of setting the difference in our country’s historical, social and political moment, raising, at the same time, some issues about the problematic of education’s regulation in a context of the reconfiguration of stateowned intervention in the educational action and whether the role of external evaluation in this changing context covers the quality indicators which we aim at. In the inner part of the empirical investigation, we have tried to obtain data in a context of external evaluation reports, to be able to better understand the impact of such process establishment on the schools’ educational process and apprenticeships. From the methodologist point of view, we have chosen an approach of a qualitative interpretative nature, aiming at withdrawing all the potential which the schools’ extreme evaluation reports enclose, in a way that it might be a starting point to new perspectives of improvement, and, above all, that it might set the basis which helps to “think education” and to benefit the promotion of the educational success and the preparation of students to their future life.