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Advisor(s)
Abstract(s)
O Decreto-lei n.Āŗ 31/2002 estabelece a obrigatoriedade da avaliaĆ§Ć£o das
escolas, nas suas dimensƵes de avaliaĆ§Ć£o externa e autoavaliaĆ§Ć£o.
Atualmente, as prĆ”ticas de autoavaliaĆ§Ć£o tĆŖm vindo a ocupar um papel cada
vez mais relevante em todos os domĆnios da aĆ§Ć£o educativa. A autoavaliaĆ§Ć£o
Ć© o processo que mais poderĆ” contribuir para o desenvolvimento
organizacional da escola pois, para alƩm de evidenciar e demonstrar, permite
melhorar. Este processo sĆ³ pode ser conduzido se a comunidade educativa
assim o desejar e terĆ” tanto mais sucesso quanto os intervenientes se
reverem nele, quanto mais participado for e quanto mais se apropriarem dos
processos de melhoria. PorĆ©m, no agrupamento X os professores nĆ£o se
revĆŖm no modelo de autoavaliaĆ§Ć£o e desvalorizam este processo. Partindo da
perceĆ§Ć£o desta realidade surgiu a necessidade de entender como se pode
otimizar os efeitos da autoavaliaĆ§Ć£o no agrupamento X. O estudo empĆrico
realizado pretendeu perceber o impacto que a autoavaliaĆ§Ć£o tem no
agrupamento X, o que mudou apĆ³s a sua constituiĆ§Ć£o e de que modo pode
ser colocada ao serviƧo da melhoria. Tendo por base a anĆ”lise estatĆstica do
questionƔrio aos docentes da escola sede do agrupamento X e a anƔlise de
conteĆŗdo das entrevistas a trĆŖs elementos considerados fundamentais no
processo de autoavaliaĆ§Ć£o, suportado pelo enquadramento teĆ³rico, delineouse
um plano de aĆ§Ć£o, que envolve a participaĆ§Ć£o de toda a comunidade
educativa e visa o aperfeiƧoamento do processo de autoavaliaĆ§Ć£o. Espera-se
contribuir para implementar mudanƧas, com vista Ć promoĆ§Ć£o da reflexĆ£o, da
participaĆ§Ć£o, do desenvolvimento organizacional e da melhoria.
Law nĀŗ 31/2002 establishes the compulsory evaluation of schools, in their external evaluation and self-assessment dimensions. Currently, selfassessment practices have been playing an increasingly important role in all areas of educational activity. Self-assessment is the process that can contribute more to the organizational development of the school because, besides highlighting and demonstrating, it enables to improve. This process can only be conducted if the educational community so desires and it will be more successful if the participants believe in it, the more involved they are and the more they appropriate the improvement processes. However, in group X teachers do not believe in the self-evaluation model and undervalue the process. Bearing in mind this reality, it arises the need to analyze the whole process of self-assessment in order to understand how we can optimize the effects of self-evaluation in group X. The empirical study conducted aimed to understand the impact that the self-assessment has on group X, what has changed after its constitution and how it can be improved. Based on the statistical analysis of the teacher survey of the X grouping school and the content analysis of the interviews with three elements considered crucial in the self-evaluation process and supported by the theoretical framework, a plan of action was outlined, involving the entire educational community participation, aiming at the improvement of the self-evaluation process. It is hoped to contribute to implement significant changes, in order to promote reflection, participation, organizational development and improvement.
Law nĀŗ 31/2002 establishes the compulsory evaluation of schools, in their external evaluation and self-assessment dimensions. Currently, selfassessment practices have been playing an increasingly important role in all areas of educational activity. Self-assessment is the process that can contribute more to the organizational development of the school because, besides highlighting and demonstrating, it enables to improve. This process can only be conducted if the educational community so desires and it will be more successful if the participants believe in it, the more involved they are and the more they appropriate the improvement processes. However, in group X teachers do not believe in the self-evaluation model and undervalue the process. Bearing in mind this reality, it arises the need to analyze the whole process of self-assessment in order to understand how we can optimize the effects of self-evaluation in group X. The empirical study conducted aimed to understand the impact that the self-assessment has on group X, what has changed after its constitution and how it can be improved. Based on the statistical analysis of the teacher survey of the X grouping school and the content analysis of the interviews with three elements considered crucial in the self-evaluation process and supported by the theoretical framework, a plan of action was outlined, involving the entire educational community participation, aiming at the improvement of the self-evaluation process. It is hoped to contribute to implement significant changes, in order to promote reflection, participation, organizational development and improvement.
Description
Keywords
AutoavaliaĆ§Ć£o ParticipaĆ§Ć£o Desenvolvimento organizacional Melhoria Self-assessment Participation Organizational development Improvement
Pedagogical Context
Citation
Publisher
Instituto PolitĆ©cnico do Porto. Escola Superior de EducaĆ§Ć£o