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O contributo do processo de autoavaliação no agrupamento de escolas D. Pedro IV para a melhoria na prestação do serviço educativo
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| 20.05 MB | Adobe PDF |
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Abstract(s)
A Autoavaliação é um processo essencial de gestão, regulação e desenvolvimento organizacional, que permite à escola refletir sobre o seu funcionamento, identificar fragilidades e potenciar os seus pontos fortes, assumindo-se como um motor de melhoria contínua.
Procuramos, com a concretização deste projeto, compreender o contributo do processo de Autoavaliação para a melhoria da prestação do serviço educativo no Agrupamento de Escolas D. Pedro IV, Vila do Conde.
O projeto assenta num quadro teórico onde se define a escola como organização educativa, o enquadramento legal da avaliação em Portugal, a articulação entre Avaliação Externa das Escolas (AEE) e Autoavaliação, reforçada pelos referenciais da Inspeção Geral da Educação e Ciência (IGEC).
O enquadramento teórico mostra que a AEE permite uma visão externa e comparativa e a Autoavaliação leva à reflexão interna e à transformação efetiva das práticas pedagógicas e organizacionais.
A investigação adota uma abordagem quantitativa, desenvolvida através de um estudo de caso no Agrupamento de escola D. Pedro IV, recorrendo à análise documental e à utilização de inquéritos por questionário, envolvendo os diferentes intervenientes educativos: docentes, coordenadores, Assistentes Técnicos, Assistentes Operacionais e alunos do 1.º e 3.º ciclos.
A análise documental dos relatórios de Autoavaliação demonstra um predomínio de dados quantitativos e descritivos, com reduzida análise crítica e poucas propostas de ação.
Os resultados mostram que o processo de Autoavaliação é reconhecido como relevante, mas é visto como burocrático e pouco transformador, devido à falta de articulação entre os diferentes intervenientes e à limitada integração dos resultados nos planos de melhoria.
Observa-se, contudo, uma crescente consciencialização da importância da participação e do diálogo entre os membros da comunidade educativa.
A Autoavaliação só contribuirá verdadeiramente para a melhoria da escola quando for entendida não como mera obrigação administrativa, mas como um processo contínuo de aprendizagem organizacional, capaz de gerar mudança, inovação e qualidade educativa.
Self-evaluation is an essential process of management, regulation, and organizational development that allows the school to reflect on its functioning, identify weaknesses, and enhance its strengths, establishing itself as a driver of continuous improvement. With the implementation of this project, we seek to understand the contribution of the Self-evaluation process to improving the delivery of educational services in the D. Pedro IV School Cluster, in Vila do Conde. The project is based on a theoretical framework that defines the school as an educational organization, outlines the legal framework for evaluation in Portugal, and examines the relationship between Externai School Evaluation (ESE) and Self-evaluation, reinforced by IGEC guidelines. The theoretical framework shows that ESE provides an externai and comparative perspective, while Self-evaluation promotes internai reflection and the effective transformation of pedagogical and organizational practices. The research adopts a quantitative approach, developed through a case study in the D. Pedro IV School Cluster, using document analysis and questionnaire surveys involving various educational stakeholders: coordinators, teachers, administrative and operational staff, and students from the 1st and 3rd cycles. Document analysis of the Self-evaluation reports shows a predominance of quantitative and descriptive data, with limited criticai analysis and few action proposals. The results show that the self-evaluation process is recognized as relevant but is seen as bureaucratic and not very transformative, due to the lack of coordination between the different stakeholders and the limited integration of the results into improvement plans. There is, however, growing awareness of the importance of participation and dialogue among members of the educational community. Self-evaluation will only truly contribute to school improvement when it is understood not as a mere administrative obligation but as a continuous process of organizational learning capable of generating change, innovation, and educational quality.
Self-evaluation is an essential process of management, regulation, and organizational development that allows the school to reflect on its functioning, identify weaknesses, and enhance its strengths, establishing itself as a driver of continuous improvement. With the implementation of this project, we seek to understand the contribution of the Self-evaluation process to improving the delivery of educational services in the D. Pedro IV School Cluster, in Vila do Conde. The project is based on a theoretical framework that defines the school as an educational organization, outlines the legal framework for evaluation in Portugal, and examines the relationship between Externai School Evaluation (ESE) and Self-evaluation, reinforced by IGEC guidelines. The theoretical framework shows that ESE provides an externai and comparative perspective, while Self-evaluation promotes internai reflection and the effective transformation of pedagogical and organizational practices. The research adopts a quantitative approach, developed through a case study in the D. Pedro IV School Cluster, using document analysis and questionnaire surveys involving various educational stakeholders: coordinators, teachers, administrative and operational staff, and students from the 1st and 3rd cycles. Document analysis of the Self-evaluation reports shows a predominance of quantitative and descriptive data, with limited criticai analysis and few action proposals. The results show that the self-evaluation process is recognized as relevant but is seen as bureaucratic and not very transformative, due to the lack of coordination between the different stakeholders and the limited integration of the results into improvement plans. There is, however, growing awareness of the importance of participation and dialogue among members of the educational community. Self-evaluation will only truly contribute to school improvement when it is understood not as a mere administrative obligation but as a continuous process of organizational learning capable of generating change, innovation, and educational quality.
Description
Keywords
Autoavaliação Avaliação externa Melhoria contínua Self-evaluation Externai evaluation Continuous improvement
Pedagogical Context
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Without CC licence