| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 9.88 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A presente investigação teve como principal finalidade verificar o impacto dos
procedimentos de avaliação de escolas na melhoria da qualidade do serviço educativo a
partir de um estudo qualitativo de caso múltiplo.
A fim de tomar conhecimento desse impacto foram entrevistados diferentes
atores (dez em cada uma das escolas) sobre a avaliação externa e interna, bem como
sobre os modelos de avaliação utilizados. Foram, ainda, consultados diferentes
documentos (Relatórios de Avaliação Externa, Projeto Educativo de Escola, Atas do
Conselho Pedagógico) e feito o registo de algumas observações diretas em Notas de
Campo.
Devido à complexidade do tema e à quantidade de informação a recolher, bem
como às limitações de tempo, foram selecionadas três escolas, geograficamente
próximas entre si e de fácil acesso, mas com caraterísticas organizacionais diferentes,
constituindo casos contrastantes.
Da investigação resultou a perceção de que os impactos da avaliação externa e
interna são pouco significativos na vida quotidiana das escolas e que todo o esforço
empreendido nos procedimentos de avaliação institucional escolar se traduz no
cumprimento de um ritual legitimador e de gerenciamento da imagem pública das
escolas, relegando para um plano secundário a sua melhoria efetiva. Isto ocorre num
contexto de crise global da educação, onde mais do que a fragmentação das relações de
poder parece estar em curso um gradual processo de desinstitucionalização da escola
pública por via das pressões do mercado global.
This research had as main purpose to investigate the impact of school’s assessment procedures in improving quality of educational services from a qualitative multiple case study. In order to know this impact, different actors were interviewed (ten in each of the schools) on the external and internal evaluation, as well as on the evaluation models used. Various documents were also consulted (External Assessment Reports, School Education Project, Proceedings of the Pedagogical Council) and the registry of some direct observations in Field Notes was made. Due to the complexity of the issue and the amount of information to be collected, as well as time constraints, we selected three schools geographically close to each other and easily accessible, but with different organizational characteristics, providing contrasting cases. Research led to the perception that the impacts of external and internal evaluation are not very significant in school’s daily life and that all efforts employed in school institutional evaluation procedures constitute a legitimating ritual and an image management of public schools, relegating to a secondary plan their effective improvement. This occurs in a context of education global crisis, where more than the fragmentation of power relations seems to be an ongoing gradual process of deinstitutionalization of public schools by the pressures of the global market.
This research had as main purpose to investigate the impact of school’s assessment procedures in improving quality of educational services from a qualitative multiple case study. In order to know this impact, different actors were interviewed (ten in each of the schools) on the external and internal evaluation, as well as on the evaluation models used. Various documents were also consulted (External Assessment Reports, School Education Project, Proceedings of the Pedagogical Council) and the registry of some direct observations in Field Notes was made. Due to the complexity of the issue and the amount of information to be collected, as well as time constraints, we selected three schools geographically close to each other and easily accessible, but with different organizational characteristics, providing contrasting cases. Research led to the perception that the impacts of external and internal evaluation are not very significant in school’s daily life and that all efforts employed in school institutional evaluation procedures constitute a legitimating ritual and an image management of public schools, relegating to a secondary plan their effective improvement. This occurs in a context of education global crisis, where more than the fragmentation of power relations seems to be an ongoing gradual process of deinstitutionalization of public schools by the pressures of the global market.