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Abstract(s)
O texto que aqui apresento corresponde ao projeto de intervenção que desenvolvi no Agrupamento de Escolas do Cerco do Porto, no âmbito do “Mestrado em Administração de Organizações Educativas”. O trabalho desenvolvido tem como finalidade contribuir para o aperfeiçoamento de práticas e procedimentos com vista à melhoria dos resultados escolares dos alunos. A partir da análise do relatório de autoavaliação, enquanto processo de avaliação interna do Agrupamento, faço uma reflexão sobre os contributos que o modelo em causa proporciona. Enquanto prática, sistematizada e consolidada, a avaliação é antes de mais um campo de práticas que une os parceiros educativos e que, nesta qualidade, funciona segundo modelos – referenciais pré-estabelecidos – que lhe são específicos, como refere Figari (1999).
A pertinência desta temática prende-se com a exigência de a autoavaliação se afirmar como um modelo de autorregulação, necessário ao trabalho dos diferentes agentes educativos (docentes, não docentes e discentes) que, no dia a dia, desenvolvem e promovem um serviço público de educação que se pretende de qualidade.
Interessa pois, como primeiro e fim último do processo interno de avaliação, que as sugestões e recomendações produzidas no âmbito do trabalho realizado possibilitem alterações didático-pedagógicas assim como mudanças organizacionais que permitam aperfeiçoar o trabalho desenvolvido.
A avaliação está no centro do sistema de ensino, como refere Perrenoud (1999), e a equipa de autoavaliação, como estrutura intermédia de apoio aos diferentes órgãos, é um pilar fundamental da política educativa do agrupamento, pois os resultados que produz induzem a decisão sobre o caminho que futuramente deverá ser trilhado.
Mesmo assim, o trabalho aqui apresentado não deixa de ter limitações, dados os constrangimentos e a complexidade da função de regulação da avaliação. Preconizo, por isso, a continuação da investigação sobre a avaliação interna – e posterior intervenção –, pois ainda está longe a resposta a dar às necessidades diagnosticadas pelo Agrupamento aqui em análise.
This article is a result of the project of intervention developed by me at the Cerco do Porto Schools Grouping in the context of a master degree in Management of Educational Organizations. The work carried out aimed to contribute to the enrichment of practices and procedures with the purpose of improving the results obtained by the students. Based on the analysis of the self-evaluation report, as a process of internal assessment of the Schools Grouping, I discuss the contributions given by such a model of evaluation. As a systemised and consolidated practice, evaluation is above all a field of practices that unite the educational partners and that, as such, works according to models – pre-established points of reference – which are specific to it, as Figari (1999) refers. The relevance of this subject is clear since self-evaluation needs to assert itself as a model of self-regulation, necessary to the work that the different educational agents (teachers, non-teaching staff and students) develop on a daily basis and which is supposed to be a high-quality educational public service. Having in mind the first and foremost purpose of the process of internal assessment, it is important that the suggestions and recommendations made here contribute to changes in learning and teaching as well as organizational changes that further improve the work done. Evaluation is at the core of the learning system, as is pointed out by Perrenoud (1999), and the self-evaluation team, as an intermediate structure that gives support to the different bodies, is a fundamental pillar of the schools grouping educational policy, since the results it produces are at the basis of the decision on the path that will be followed. Despite all this, the work presented here is not without limitations, due to the complexity and constraints of the function of regulation of evaluation. It is thus important that research on internal assessment – and subsequent intervention – continues, since an answer to the needs identified by the Cerco do Porto Schools Grouping is still far away.
This article is a result of the project of intervention developed by me at the Cerco do Porto Schools Grouping in the context of a master degree in Management of Educational Organizations. The work carried out aimed to contribute to the enrichment of practices and procedures with the purpose of improving the results obtained by the students. Based on the analysis of the self-evaluation report, as a process of internal assessment of the Schools Grouping, I discuss the contributions given by such a model of evaluation. As a systemised and consolidated practice, evaluation is above all a field of practices that unite the educational partners and that, as such, works according to models – pre-established points of reference – which are specific to it, as Figari (1999) refers. The relevance of this subject is clear since self-evaluation needs to assert itself as a model of self-regulation, necessary to the work that the different educational agents (teachers, non-teaching staff and students) develop on a daily basis and which is supposed to be a high-quality educational public service. Having in mind the first and foremost purpose of the process of internal assessment, it is important that the suggestions and recommendations made here contribute to changes in learning and teaching as well as organizational changes that further improve the work done. Evaluation is at the core of the learning system, as is pointed out by Perrenoud (1999), and the self-evaluation team, as an intermediate structure that gives support to the different bodies, is a fundamental pillar of the schools grouping educational policy, since the results it produces are at the basis of the decision on the path that will be followed. Despite all this, the work presented here is not without limitations, due to the complexity and constraints of the function of regulation of evaluation. It is thus important that research on internal assessment – and subsequent intervention – continues, since an answer to the needs identified by the Cerco do Porto Schools Grouping is still far away.
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Autoavaliação
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação