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Abstract(s)
O projeto de investigação concentra-se na autoavaliação dos processos e resultados educativos num estabelecimento de ensino particular, com o objetivo de promover a melhoria contínua da qualidade da educação. Reconhece-se que a autoavaliação muitas vezes torna-se um procedimento meramente documental, negligenciando a participação ativa dos agentes educativos e enfatizando números e estatísticas em detrimento do diálogo e colaboração. Diante desse cenário, o projeto procura compreender como a autoavaliação é concebida e implementada na escola, analisar as perceções e experiências dos diferentes atores envolvidos, identificar fatores facilitadores e dificultadores da autoavaliação e avaliar o seu efeito na qualidade da educação. A abordagem adotada é tendencialmente qualitativa (quali-quantitativa) e multifacetada, combinando técnicas como observações, narrativas, relatos de experiências, entrevistas e questionários. A recolha de dados foi realizada até o final do ano letivo de 2023/2024, envolvendo uma amostra de cerca de 100 participantes, distribuídos por alunos, pais, professores, funcionários e direção da escola. Após a recolha de dados, foi realizada uma análise qualitativa, utilizando técnicas de análise de conteúdo, discurso e narrativa. O projeto espera contribuir para o conhecimento e compreensão da autoavaliação na escola, fornecer orientações e recomendações para a melhoria das práticas de autoavaliação, bem como sensibilizar e envolver os diferentes atores da comunidade educativa para a importância e o valor da autoavaliação na escola. Em resumo, o projeto de investigação visa promover uma cultura de qualidade na educação, procurando influenciar positivamente a eficácia e a qualidade dos processos educativos num estabelecimento de ensino particular, proporcionando uma análise aprofundada dos fatores que influenciam o sucesso educacional neste contexto.
The research project focuses on the self-assessment of processes and educational outcomes in a private educational institution, aiming to promote continuous improvement in the quality of education. It is recognized that self-assessment often becomes a purely documentary procedure, neglecting the active participation of educational agents and emphasizing numbers and statistics at the expense of dialogue and collaboration. In light of this situation, the project seeks to understand how self-assessment is conceived and implemented in the school, analyze the perceptions and experiences of different actors involved, identify facilitating and hindering factors of self-assessment, and evaluate its impact on the quality of education. The adopted approach is tendentially qualitative (quali-quantitative) and multifaceted, combining techniques such as observations, narratives, experience reports, interviews, and questionnaires. Data collection was carried out until the end of the academic year 2023/2024, involving a sample of approximately 100 participants, including students, parents, teachers, staff, and school management. After data collection, a qualitative analysis was conducted using content analysis, discourse analysis, and narrative analysis techniques. The project aims to contribute to the knowledge and understanding of self-assessment in schools, provide guidance and recommendations for improving self-assessment practices, as well as raise awareness and involve different stakeholders in the educational community in the importance and value of self-assessment in schools. In sum, the research project aims to promote a culture of quality in education, seeking to positively influence the effectiveness and quality of educational processes in a private educational institution by providing a thorough analysis of the factors influencing educational success in this context.
The research project focuses on the self-assessment of processes and educational outcomes in a private educational institution, aiming to promote continuous improvement in the quality of education. It is recognized that self-assessment often becomes a purely documentary procedure, neglecting the active participation of educational agents and emphasizing numbers and statistics at the expense of dialogue and collaboration. In light of this situation, the project seeks to understand how self-assessment is conceived and implemented in the school, analyze the perceptions and experiences of different actors involved, identify facilitating and hindering factors of self-assessment, and evaluate its impact on the quality of education. The adopted approach is tendentially qualitative (quali-quantitative) and multifaceted, combining techniques such as observations, narratives, experience reports, interviews, and questionnaires. Data collection was carried out until the end of the academic year 2023/2024, involving a sample of approximately 100 participants, including students, parents, teachers, staff, and school management. After data collection, a qualitative analysis was conducted using content analysis, discourse analysis, and narrative analysis techniques. The project aims to contribute to the knowledge and understanding of self-assessment in schools, provide guidance and recommendations for improving self-assessment practices, as well as raise awareness and involve different stakeholders in the educational community in the importance and value of self-assessment in schools. In sum, the research project aims to promote a culture of quality in education, seeking to positively influence the effectiveness and quality of educational processes in a private educational institution by providing a thorough analysis of the factors influencing educational success in this context.
Description
Keywords
Autoavaliação Processos educativos Resultados académicos Gestão escolar Instituição particular Self-evaluation Educational processes Academic results School management Private institution