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Abstract(s)
O presente artigo tem a finalidade de divulgar os principais resultados de um estudo multicaso desenvolvido no âmbito do doutoramento em Ciências da Educação pela Universidade Ca- tólica Portuguesa. O objetivo da investigação foi encontrar os impactos da avaliação externa e da autoavaliação das escolas, tendo em conta a sua melhoria. Escolheram-se três escolas muito diferentes, apesar da proximidade geográfica, nomeadamente no que toca à existência de equipas de autoavaliação e à experiência de autoavaliação e autorregulação. Os resultados da investigação mostram que os impactos produzidos pela avaliação externa e pela autoavaliação se limitam ao plano formal, assegurando objetivos que não se referem à melhoria das escolas, mas à necessidade de legitimação do statu quo. Estas avaliações foram interpretadas e vividas pelos atores entrevistados como oportunidade de gerenciamento de impressões face às pressões internas e externas de que as escolas eram alvo.
This paper aims to disseminate the main results of a multiple case study developed within the PhD in Educational Sciences from Portuguese Catholic University. The goal of the investiga-tion was to fi nd the impact of self-evaluation and external evaluation of schools, taking into account their improvement. We chose three very different schools, despite their geographical proximity, particularly with regard to the existence of self-assessment teams and the experien-ce of self-assessment and self-regulation. Research results show that the impacts produced by the external evaluation and self-assessment reduced to a formal plan. They ensure goals that are not about improving schools, but to the need of legitimize the statu quo. These evaluations were interpreted and experienced by actors interviewed as an opportunity to manage impres-sions due to internal and external pressures that schools were targete
This paper aims to disseminate the main results of a multiple case study developed within the PhD in Educational Sciences from Portuguese Catholic University. The goal of the investiga-tion was to fi nd the impact of self-evaluation and external evaluation of schools, taking into account their improvement. We chose three very different schools, despite their geographical proximity, particularly with regard to the existence of self-assessment teams and the experien-ce of self-assessment and self-regulation. Research results show that the impacts produced by the external evaluation and self-assessment reduced to a formal plan. They ensure goals that are not about improving schools, but to the need of legitimize the statu quo. These evaluations were interpreted and experienced by actors interviewed as an opportunity to manage impres-sions due to internal and external pressures that schools were targete
Description
Keywords
Avaliação de escolas Respostas estratégica Hipocrisia Isomorfismo Entropia Inércia Encenação School assessment Strategic responses Hypocrisy Isomorphism Entropy Inertia Staging
Citation
Castro, H., Alves, J. M. (2013). Avaliação de escolas: ritual de legitimação e gerenciamento de impressões. Educação: Temas & Problemas, 12-13, 121-142.
Publisher
Universidade de Évora