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O presente relatório constitui a descrição de um percurso profissional de vinte e sete anos que atravessou várias escolas e distintos locais. A reflexão sobre esse percurso suscitou o aprofundamento de uma temática: a autoavaliação das escolas.
A avaliação das escolas tem constituído nas últimas décadas, um tema de destaque nos sistemas educativos ocidentais e, por assim dizer, também no sistema educativo português.
Entre nós, a Lei nº31/2002, de 20 de dezembro, aprova o sistema de avaliação da educação do ensino não superior. Esta lei foi um passo importante para o desenvolvimento de uma cultura de avaliação das escolas, onde é realçada a obrigatoriedade da autoavaliação.
A autoavaliação constitui para muitos estudiosos a forma mais realista de a escola se ver a si mesma. É um processo moroso e que envolve representantes de toda a comunidade educativa.
Nesta perspetiva de avaliar a escola, elaboramos este trabalho, que pretende mostrar como a autoavaliação, se bem aplicada, pode ajudar as escolas a atingir o sucesso educativo, com a qualidade que cada vez mais as sociedades exigem. A autoavaliação contribui, assim, para melhorar a eficácia da escola.
De acordo com os defensores do processo de autoavaliação, nomeadamente Alaíz et al e MacBeath et al, e também de acordo com as experiências vivenciadas enquanto membro da equipa de autoavaliação no Agrupamento de Escolas de Pinhel, deixamos um modelo pronto a aplicar.
Fazemos igualmente salientar, ao longo das páginas que se seguem, o que se tem feito nas escolas ao nível da autoavaliação, apresentando diferenças e semelhanças na maneira como o processo tem sido aplicado. Destas diferenças e semelhanças advertimos haver vantagens e “efeitos colaterais” na aplicação da autoavaliação se não houver apoio às escolas, dos órgãos competentes. Entendemos, pois, que profissionais bem formados na área da autoavaliação e com os recursos necessários são mais eficientes na aplicação de qualquer modelo de autoavaliação. Acreditamos que este seja o caminho a seguir para ultrapassar as dificuldades apresentadas nos atuais sistemas de ensino.
This report is a description of a career of twenty-seven years. Several schools, different places, different junctures. The reflection on this route elicited the deepening of a thematic: self-evaluation of schools. The evaluation of schools has formed, over the past decades, a prominent theme in Western education systems and, so to speak, also in the Portuguese education system. Between us, the Law No. 31/2002, of 20 December, approves the evaluation system of non-college education teaching. This law was an important step for the development of schools` evaluation culture, where is highlighted the requirement of self-assessment. The self-assessment is to many scholars the most realistic way to see the school itself. It is a long process which embraces representatives of the entire educational community. In this perspective of evaluating the school, we did this work, which wants to show how the self-assessment, if well implemented, can help schools achieving educational success, with the quality that more and more societies require. Self-evaluation contributes to improve school efficiency. According to the proponents of the self-evaluation process, like Alaiz et al and MacBeath et al, and also according to the lived experiences as a member of the self-assessment team at Agrupamento Escolas de Pinhel, we let a model ready to use. We also note, in following pages, what has been done in schools at the self-assessment level, showing differences and similarities in the way how the process has been applied. From these differences and similarities we warn about advantages and “side effects “in the application of self-assessment if there is no support to schools, from the competent bodies. We believe, so, that well trained professionals in the area of self-assessment and with the necessary resources are more efficient in the application of any model of self-evaluation. We believe this is the following way to overcome the difficulties presented in the current education systems.
This report is a description of a career of twenty-seven years. Several schools, different places, different junctures. The reflection on this route elicited the deepening of a thematic: self-evaluation of schools. The evaluation of schools has formed, over the past decades, a prominent theme in Western education systems and, so to speak, also in the Portuguese education system. Between us, the Law No. 31/2002, of 20 December, approves the evaluation system of non-college education teaching. This law was an important step for the development of schools` evaluation culture, where is highlighted the requirement of self-assessment. The self-assessment is to many scholars the most realistic way to see the school itself. It is a long process which embraces representatives of the entire educational community. In this perspective of evaluating the school, we did this work, which wants to show how the self-assessment, if well implemented, can help schools achieving educational success, with the quality that more and more societies require. Self-evaluation contributes to improve school efficiency. According to the proponents of the self-evaluation process, like Alaiz et al and MacBeath et al, and also according to the lived experiences as a member of the self-assessment team at Agrupamento Escolas de Pinhel, we let a model ready to use. We also note, in following pages, what has been done in schools at the self-assessment level, showing differences and similarities in the way how the process has been applied. From these differences and similarities we warn about advantages and “side effects “in the application of self-assessment if there is no support to schools, from the competent bodies. We believe, so, that well trained professionals in the area of self-assessment and with the necessary resources are more efficient in the application of any model of self-evaluation. We believe this is the following way to overcome the difficulties presented in the current education systems.
Descrição
Palavras-chave
Percurso profissional Melhoria da eficácia da escola Avaliação de qualidade Autoavaliação Autonomia Professional career Improving the efficiency Quality assessment Self-assessment Autonomy