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Resumo(s)
O presente trabalho é um estudo exploratório que procura analisar a relação entre
a avaliação externa, consubstanciada nos exames nacionais de 9.º ano nas disciplinas de
português e matemática, e as práticas pedagógicas dos docentes das respetivas disciplinas.
Este estudo inicia com uma perspetiva geral da evolução das políticas educativas
em Portugal desde a década de 50 do século XX até à atualidade salientando aspetos como
a Reforma do Sistema Educativo Português de Veiga Simão, as principais transformações
feitas em democracia, o surgimento da Lei de Bases do Sistema Educativo em 1986, a
reforma curricular de Roberto Carneiro, alguns dos ensaios de modernização da educação
escolar e as atuais políticas de promoção, gestão e avaliação da qualidade do sistema
educativo. O objetivo é dar um enquadramento geral à realidade atual do ensino português
e à existência dos exames nacionais.
Seguidamente, e tendo sempre como pano de fundo os exames nacionais, o estudo
problematiza o conceito de avaliação através dos seus múltiplos paradigmas. Procede
ainda à apresentação das diferentes faces da avaliação em educação, a avaliação dos
alunos, a avaliação das escolas e a avaliação dos professores, e evoca duas ferramentas
utilizadas para estudos comparativos a nível internacional.
Apresenta ainda as escolhas metodológicas seguidas ao longo da pesquisa e o
ponto de partida para a mesma. Começa por enunciar a problemática que nos levou a
encetar este estudo, a relação entre a avaliação externa, consubstanciado nos exames
nacionais e a sua relação com a prática educativa, assim como enuncia os objetivos do
estudo e as principais questões. De seguida descreve e justifica a natureza do estudo,
contextualizando-o espacialmente e caraterizando a amostra escolhida como importante
fonte de informação, justifica as diferentes técnicas de recolha de dados utilizadas e
explicita a sua forma de tratamento.
Por fim, apresenta e discute os resultados da análise dos dados recolhidos e faz a
triangulação seja das diferentes perceções dos vários participantes no estudo seja dos
dados provenientes dos diferentes depoimentos e da análise documental, estabelecendo
algumas conclusões. Finalmente, conclui com as respostas que o estudo aporta às
questões de investigação formuladas.
This work is an exploratory study trying to analyse the relationship between external evaluation, consubstantiated in national exams for the 9th year for portuguese and mathematics, and pedagogic practices of respective teachers of these disciplines. This study begins with a general perspective of the evolution of education politics in Portugal since the 50’s of the XX th century till the present, pointing out aspects like the Reform of the Portuguese Education System of Veiga Simão, the main changes carried out in democracy, the appearance in 1986 of the Basic Law for the Education System, the curricular reform of Roberto Carneiro, some of the tests of modernization of school education and present policy of promotion, management and evaluation of education system quality. The objective is to give a general framework to the present reality of Portuguese education and the existence of national exams. Following and always having as background the national exams, the study problematizes de concept of evaluation through its multiple paradigms. It also presents the different faces of evaluation in education: the pupils’ evaluation, the schools’ evaluation and the teachers’ evaluation and evokes two tools used for comparative studies at international level. Also presents the methodological choices followed along the research and its starting point. It begins enouncing the problematic that took us to start this study, the relationship between the external evaluation consubstantiated on national exams and its relationship with the educational practice also enouncing the objectives of the study and the main questions. Then, it describes and justifies the nature of the study contextualizing it in space and, characterizing the chosen sample as an important source of information, it justifies the different technics used for collecting used data and details its processing method. At last, presents and discusses the results of the analysis of the collected data and does the triangulation either of different perceptions of the several participants of the study or of data coming from different statements and documental analysis, and coming to some conclusions. Lastly, it closes with the answers that the study brings to the formulated research questions.
This work is an exploratory study trying to analyse the relationship between external evaluation, consubstantiated in national exams for the 9th year for portuguese and mathematics, and pedagogic practices of respective teachers of these disciplines. This study begins with a general perspective of the evolution of education politics in Portugal since the 50’s of the XX th century till the present, pointing out aspects like the Reform of the Portuguese Education System of Veiga Simão, the main changes carried out in democracy, the appearance in 1986 of the Basic Law for the Education System, the curricular reform of Roberto Carneiro, some of the tests of modernization of school education and present policy of promotion, management and evaluation of education system quality. The objective is to give a general framework to the present reality of Portuguese education and the existence of national exams. Following and always having as background the national exams, the study problematizes de concept of evaluation through its multiple paradigms. It also presents the different faces of evaluation in education: the pupils’ evaluation, the schools’ evaluation and the teachers’ evaluation and evokes two tools used for comparative studies at international level. Also presents the methodological choices followed along the research and its starting point. It begins enouncing the problematic that took us to start this study, the relationship between the external evaluation consubstantiated on national exams and its relationship with the educational practice also enouncing the objectives of the study and the main questions. Then, it describes and justifies the nature of the study contextualizing it in space and, characterizing the chosen sample as an important source of information, it justifies the different technics used for collecting used data and details its processing method. At last, presents and discusses the results of the analysis of the collected data and does the triangulation either of different perceptions of the several participants of the study or of data coming from different statements and documental analysis, and coming to some conclusions. Lastly, it closes with the answers that the study brings to the formulated research questions.
Descrição
Palavras-chave
Políticas educativas Avaliação externa das escolas Planificação e instrumentos de avaliação Education policy External evaluation of schools Teaching planning Evaluation tools