| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 2.82 MB | Adobe PDF |
Orientador(es)
Resumo(s)
As práticas de autoavaliação nas escolas, como reflexão profunda sobre as
normas e as práticas que se encontram instituídas, pretende-se sistemática e
com consequências e reflexos reais ao nível da melhoria do funcionamento da
escola, promovendo mais aprendizagens para todos e uma maior e melhor
integração das crianças na sociedade. Trata-se, portanto, de práticas
essenciais para que as crianças possam ser mais bem formadas, mais felizes
e, certamente com muito mais capacidades para transformar o mundo atual,
que se apresenta afundado numa crise financeira e económica mas,
principalmente, numa crise resultante da ausência de valores.
O presente trabalho centra-se nos processos de autoavaliação de um Colégio
que se afirma como sendo uma instituição educativa empenhada em
aperfeiçoar a ação educativa, analisando-os com base na perspetiva da
melhoria da qualidade dos processos de ensino e de aprendizagem.
O presente estudo consiste, pois, num estudo de caso do tipo descritivo,
analítico e interpretativo, pretendendo-se conhecer em profundidade as
dinâmicas de autoavaliação implementadas no Colégio e os seus reflexos ao
nível da melhoria dos processos e dos resultados educativos.
Neste contexto, procede-se a uma sistematização e análise das práticas de
autoavaliação, centrando essa análise na consistência e coerência dessas
práticas, confrontando-as com a eficácia percecionada por diferentes atores da
comunidade educativa ao nível dos impactos produzidos na melhoria das
aprendizagens.
Como técnicas de recolha de dados recorreu-se à aplicação de um
questionário aos professores do Colégio, à realização de uma entrevista a
elementos da Direção e a dois grupos de discussão focalizada com alunos.
Verificámos que o Colégio tem práticas de autoavaliação instituídas, com
consequências na vida escolar, embora sem uma integração efetiva de todos
os membros da comunidade escolar nesses mesmos processos.
Self-assessment practices in schools, taken as a deep reflection on the standards and practices that are established, are intended to be systematic and with evident consequences in terms of improving the school management, promoting more learning for all and a large and better integration of children in society. They are, therefore, essential practices so that the children can be better formed, happier and certainly with much more capabilities to transform the present world, which is deepening into not only a financial and economic crisis but primarily a default values’ crisis. This paper focuses on the self-assessment processes of a School that is stated as being an educational institution, committed to improving the educational activity, by analysing the latter on the perspective of improving the quality of the teaching and the learning processes. The following is therefore a descriptive, analytical and interpretative case study, pretending to know in depth the dynamic self-assessment implemented in the school and its impact in terms of improvement of both processes and educational outcomes. In this context, it proceeds to a systematisation and analysis of self-assessment practices, focusing this analysis on the consistency and coherence of these practices, confronting them with the perceived effectiveness from the part of the different actors of the educational community in terms of the impacts produced in the improvement of the learning. As regards as data collection techniques, we resorted to the application of a questionnaire to school teachers, to the conducting of an interview to the boarding staff and to two focused discussion groups with students. We found out that the school carries out established self-assessment practices, with consequences on school life, although without an effective integration of all members of the school community in those same processes.
Self-assessment practices in schools, taken as a deep reflection on the standards and practices that are established, are intended to be systematic and with evident consequences in terms of improving the school management, promoting more learning for all and a large and better integration of children in society. They are, therefore, essential practices so that the children can be better formed, happier and certainly with much more capabilities to transform the present world, which is deepening into not only a financial and economic crisis but primarily a default values’ crisis. This paper focuses on the self-assessment processes of a School that is stated as being an educational institution, committed to improving the educational activity, by analysing the latter on the perspective of improving the quality of the teaching and the learning processes. The following is therefore a descriptive, analytical and interpretative case study, pretending to know in depth the dynamic self-assessment implemented in the school and its impact in terms of improvement of both processes and educational outcomes. In this context, it proceeds to a systematisation and analysis of self-assessment practices, focusing this analysis on the consistency and coherence of these practices, confronting them with the perceived effectiveness from the part of the different actors of the educational community in terms of the impacts produced in the improvement of the learning. As regards as data collection techniques, we resorted to the application of a questionnaire to school teachers, to the conducting of an interview to the boarding staff and to two focused discussion groups with students. We found out that the school carries out established self-assessment practices, with consequences on school life, although without an effective integration of all members of the school community in those same processes.
Descrição
Palavras-chave
Autoavaliação Regulação Melhoria Desenvolvimento profissional e organizacional Self-assessment Regulation Enhancement Professional and organizational development