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Advisor(s)
Abstract(s)
As escolas, enquanto sistemas sociais, estão em constante processo de
mudança e adaptação aos contextos em que se inserem e, nesse sentido,
como refere Azevedo (2005, p. 16), são sempre “muito mais complexas do
que os instrumentos de que dispomos para as avaliar”. No entanto, podemos
“sempre tentar”, iniciar um processo de melhoria, em que se exige
capacidade de adaptação à “aprendizagem”. Neste sentido, surge a
importância da avaliação externa das escolas (AEE) e a necessidade de
averiguar a efetividade da sua ação na promoção da melhoria do sistema
educativo e das escolas enquanto “unidades críticas” desse mesmo sistema.
Ao nível metodológico, optamos por um estudo qualitativo, focado em
pesquisa e análise documental e o objeto de estudo, direcionou-se para a
compreensão do processo de melhoria das escolas, após terem sido sujeitas à
avaliação externa, visando assim contribuir para o conhecimento do “impacto
da avaliação externa em dois agrupamentos da área concelhia do Porto”.
A análise sustentou-se na recolha de informações constantes dos relatórios
de avaliação externa, elaborados pela Inspeção- Geral da Educação e Ciência
(IGEC) e dos documentos elaborados pelos Agrupamentos de escolas, tendo
por objetivo reunir informação que possibilitasse detetar mudanças na
organização pedagógica e nos respetivos processos de autoavaliação, bem
como no planeamento das ações de melhoria subsequentes ao Programa de
Avaliação Externa (AEE).
Os resultados evidenciam a mais-valia da articulação entre as duas
avaliações (interna/externa) e, desta última, enquanto instrumento ao serviço
da melhoria da “qualidade da educação” e da “melhoria da eficácia das
escolas”.
Schools, as social systems are constantly changing and adapting to the contexts in which they are inserted and, as Azevedo (2005, p. 16) points out, are always "far more complex than the instruments at our disposal to evaluate them". However, we can "always try", start a process of improvement, which requires adaptability to "learning." In this sense, the importance of the external evaluation of schools (AEE) arises and also the need to investigate the effectiveness of its action in promoting the improvement of the education system and schools as "critical units" of this same system. At the methodological level, we opted for a qualitative study, focused on research and documentary analysis, and the object of study, was directed to the understanding the process of improvement of schools, after having been subjected to external evaluation, in order to contribute to the knowledge of the "Impact of external evaluation on two groups of the urban area of Porto". The analysis was based on the collection of information contained in the external evaluation reports prepared by the General Inspection of Education and Science (IGEC) and the documents prepared by the School Groups, with the purpose of gathering information that could detect changes in the pedagogical organization and In their respective self-assessment processes, as well as in the planning of subsequent improvement actions to the External Evaluation Program (AEE). The results show the added value of the articulation between the two evaluations (internal / external) and of the latter, as an instrument to improve "quality of education" and "improvement of school effectiveness".
Schools, as social systems are constantly changing and adapting to the contexts in which they are inserted and, as Azevedo (2005, p. 16) points out, are always "far more complex than the instruments at our disposal to evaluate them". However, we can "always try", start a process of improvement, which requires adaptability to "learning." In this sense, the importance of the external evaluation of schools (AEE) arises and also the need to investigate the effectiveness of its action in promoting the improvement of the education system and schools as "critical units" of this same system. At the methodological level, we opted for a qualitative study, focused on research and documentary analysis, and the object of study, was directed to the understanding the process of improvement of schools, after having been subjected to external evaluation, in order to contribute to the knowledge of the "Impact of external evaluation on two groups of the urban area of Porto". The analysis was based on the collection of information contained in the external evaluation reports prepared by the General Inspection of Education and Science (IGEC) and the documents prepared by the School Groups, with the purpose of gathering information that could detect changes in the pedagogical organization and In their respective self-assessment processes, as well as in the planning of subsequent improvement actions to the External Evaluation Program (AEE). The results show the added value of the articulation between the two evaluations (internal / external) and of the latter, as an instrument to improve "quality of education" and "improvement of school effectiveness".
Description
Keywords
Avaliação Avaliação externa Autoavaliação Melhoria Qualidade Assessment External evaluation Self-assessment Improvement Quality
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação