Advisor(s)
Abstract(s)
Nos últimos anos, a problemática da qualidade da Educação em geral e das escolas em particular está no centro das atenções. A avaliação de escola, sobretudo na modalidade de autoavaliação, tem sido objeto de profunda reflexão, evidenciando a preocupação inerente à crescente autonomia da Escola.
No biénio 2010-2012, participámos num projeto de autoavaliação de escola em contexto de formação-ação, facto que realçamos como profissionalmente significativo. Assim, neste Relatório, descrevemos o processo de desenvolvimento de um dispositivo de autoavaliação numa escola pública com educação pré-escolar e os ensinos básico e secundário.
Os resultados do estudo comprovam que um dispositivo de autoavaliação de escola tem potencialidades para se constituir como um meio de aprendizagem organizativa, capaz de habilitar uma comunidade educativa (pessoal docente e não docente, alunos, pais e encarregados de educação, entre outros) a construir ações coletivas de melhoria e de mobilizar o conhecimento interno da escola necessário para responder, de modo adequado e criativo, às exigências intrínsecas quer da crescente autonomia da escola, quer de uma sociedade em constante mudança.
In recent years, the quality of Education in general and of schools in particular has become a topic of an increased interest. School evaluation, mainly in its self-evaluation approach, has been the subject of further debate, reflecting a wider concern about school growing autonomy. In the biennium 2010-2011, we participated in a school self-evaluation project within an investigation-action training, which we emphasize as professionally meaningful. Thus, in this Report, we describe the process of developing a self-evaluation device in a public school offering preschool, and both basic and secondary education. The main results of this study indicate that a school self-evaluation device has the potential to be a powerful tool for organizational learning, which can empower the different members of an educational community (teaching and non-teaching staff, students, parents, among others) to build collective actions for quality improvement and to mobilize school’s inner knowledge required to provide for appropriate and creative answers to the intrinsic demands whether from the school growing autonomy, or from a constantly changing society.
In recent years, the quality of Education in general and of schools in particular has become a topic of an increased interest. School evaluation, mainly in its self-evaluation approach, has been the subject of further debate, reflecting a wider concern about school growing autonomy. In the biennium 2010-2011, we participated in a school self-evaluation project within an investigation-action training, which we emphasize as professionally meaningful. Thus, in this Report, we describe the process of developing a self-evaluation device in a public school offering preschool, and both basic and secondary education. The main results of this study indicate that a school self-evaluation device has the potential to be a powerful tool for organizational learning, which can empower the different members of an educational community (teaching and non-teaching staff, students, parents, among others) to build collective actions for quality improvement and to mobilize school’s inner knowledge required to provide for appropriate and creative answers to the intrinsic demands whether from the school growing autonomy, or from a constantly changing society.
Description
Keywords
Escola Autonomia Avaliação Autoavaliação Melhoria School Autonomy Evaluation Self-evaluation Improvement