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Advisor(s)
Abstract(s)
Este estudo, está integrado num projeto alargado sobre burocracia docente em Portugal,
aprovado pelo Centro de Investigação e Inovação em Educação (inED), da Escola Superior
de Educação do Instituto Politécnico do Porto. Este projeto visa conhecer as perceções
dos diretores e dos professores portugueses sobre o impacto das questões burocráticas
na eficiência, na eficácia e na efetividade de alguns processos educativos em curso nas
nossas escolas, nomeadamente a implementação dos Decretos-Lei n.º54 e n.º55 de 2018.
O estudo que apresentamos foca-se, especificamente, nas perceções dos diretores e dos
professores das escolas públicas portuguesas sobre o impacto das questões burocráticas
associadas ao Decreto-Lei n.º 55/2018, de 6 de julho (DL 55/2018), na efetividade da
avaliação interna das aprendizagens dos alunos em Portugal Continental, recolhidas
através de um inquérito por questionário em que participaram professores e diretores de
todos os distritos de Portugal continental.
Com base nos resultados obtidos é desde logo possível concluir que o recente
enquadramento legal tem dificultado o trabalho dos professores nas escolas pois vêemse confrontados com a dificuldade de estabelecer um fio condutor entre eles, verificandose um acréscimo de trabalho e de reuniões, o qual tem assumido um impacto ao nível das
tarefas burocráticas. Ressaltam as diferentes perceções entre diretores e professores,
bem como, a necessidade de valorizar a avaliação formativa enquanto principal
modalidade de avaliação.
Com base nas conclusões foi realizada uma análise SWOT que serviu de base à construção
de um plano de intervenção ao nível da avaliação interna das aprendizagens dos alunos
que tem como objetivos, por um lado aliviar a carga burocrática existente, por outro
colocar de uma forma mais efetiva a avaliação interna dos alunos ao serviço das
aprendizagens.
This thesis is integrated on a larger project about school bureaucracy in Portugal, approved by the Centro de Investigação e Inovação em Educação (inED), from School of Education from the Polytechnic Institute of Porto. This thesis aims to understand the perspective of the Portuguese headmasters and teachers concerning the impact of bureaucratic matters in the efficiency, efficacy and the effectivity of some educational processes in our school, more specifically the implementation of the Decree-Law number 54 and 55 from 2018. The thesis that we present focuses, specifically, on the perception of headmasters and teachers in Portuguese state schools about the impact of bureaucratic matters concerning the Degree-Law number 55/2018, July 6, on the effectivity of the internal assessment of the learning process of the students in the Mainland Portugal, retrieved with the previously mentioned inquiry via questionnaire in which teachers and headmasters from every county in mainland Portugal participated. Observations based on the obtain results lead us to conclude that the recent legal framework lead to more difficult working conditions since teachers have more difficulty in establishing direct contact with each other, leading to more meetings and paperwork, with a main focus on bureaucratic issues. They emphasize the different perceptions of principals and teachers, as well as the need to value formative assessment as the main assessment modality. Based on these conclusions, we conducted a SWOT analysis which worked as the basis for the construction of an intervention plan on the internal evaluation of the student learning process that aimed to, on one hand to ease the bureaucratic pressure, on the other to turn to a more effective way the internal evaluation of the student learning process.
This thesis is integrated on a larger project about school bureaucracy in Portugal, approved by the Centro de Investigação e Inovação em Educação (inED), from School of Education from the Polytechnic Institute of Porto. This thesis aims to understand the perspective of the Portuguese headmasters and teachers concerning the impact of bureaucratic matters in the efficiency, efficacy and the effectivity of some educational processes in our school, more specifically the implementation of the Decree-Law number 54 and 55 from 2018. The thesis that we present focuses, specifically, on the perception of headmasters and teachers in Portuguese state schools about the impact of bureaucratic matters concerning the Degree-Law number 55/2018, July 6, on the effectivity of the internal assessment of the learning process of the students in the Mainland Portugal, retrieved with the previously mentioned inquiry via questionnaire in which teachers and headmasters from every county in mainland Portugal participated. Observations based on the obtain results lead us to conclude that the recent legal framework lead to more difficult working conditions since teachers have more difficulty in establishing direct contact with each other, leading to more meetings and paperwork, with a main focus on bureaucratic issues. They emphasize the different perceptions of principals and teachers, as well as the need to value formative assessment as the main assessment modality. Based on these conclusions, we conducted a SWOT analysis which worked as the basis for the construction of an intervention plan on the internal evaluation of the student learning process that aimed to, on one hand to ease the bureaucratic pressure, on the other to turn to a more effective way the internal evaluation of the student learning process.
Description
Keywords
Avaliação Alunos Decreto-lei n.º 55/2018 Burocracia Evaluation Students Decree-Law No. 55/2018 Bureaucracy
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação