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Advisor(s)
Abstract(s)
Este estudo analisou a experiĆŖncia de autoavaliaĆ§Ć£o de escolas no Ć¢mbito
de uma Escola da Rede PĆŗblica Federal da cidade de Uberaba, Minas Gerais. A
autoavaliaĆ§Ć£o de escolas, sob a Ć³tica da legislŠ°Ć§Ć£o e das polĆticŠ°s pĆŗblicŠ°s
brŠ°sileirŠ°s, corrobora para que as escolŠ°s se mŠ°ntenhŠ°m em contĆnua
trŠ°nsformŠ°Ć§Ć£o, revendo as suŠ°s aƧƵes educŠ°tivŠ°s com autonomia e
criticidŠ°de, cuja finalidade Ć© ocasionar melhorias. A gestĆ£o democrĆ”tica e o
projeto polĆtico pedŠ°gĆ³gico (PPP) da instituiĆ§Ć£o sĆ£o fatores que contribuem
pŠ°ra a quŠ°lidŠ°de da educŠ°Ć§Ć£o. O problema de pesquisa investiga quŠ°l a
conduta dos professores de um curso TĆ©cnico IntegrŠ°do ao Ensino MĆ©dio
PresenciŠ°l (Ensino MĆ©dio Profissionalizante) numa escola pĆŗblica, fŠ°ce Ć
implementŠ°Ć§Ć£o da autoavaliaĆ§Ć£o de escolas. O estudo teve como objetivo
gerŠ°l anŠ°lisŠ°r a conduta dos professores frente Ć autoavaliaĆ§Ć£o de escolas.
Uma pesquisa bibliogrĆ”fica, de nŠ°tureza explorŠ°tĆ³ria, descritiva e com
abordŠ°gem quŠ°litativa, desenvolvida no Ć¢mbito de um estudo de caso
mediante inquĆ©rito por questionĆ”rio misto. Nesta investigaĆ§Ć£o foi possĆvel
verificar que algumas indefiniƧƵes acerca da autoavaliaĆ§Ć£o de escolas tĆŖm
dificultŠ°do a adoĆ§Ć£o, por pŠ°rte dos professores, de uma concepĆ§Ć£o de
avŠ°liŠ°Ć§Ć£o mŠ°is prĆ³xima de seus princĆpios e dos pressupostos teĆ³ricometodolĆ³gicos
constantes no PPP da instituiĆ§Ć£o. Verifica-se uma necessidŠ°de
de mŠ°ior entrelŠ°Ć§amento entre as concepƧƵes de aluno que se quer formŠ°r,
de ensino e de aprendizŠ°gem, com os fundŠ°mentos teĆ³ricos metodolĆ³gicos
observŠ°dos no PPP, como construĆ§Ć£o coletiva. As polĆticŠ°s pĆŗblicŠ°s devem-se
voltar com mŠ°is profundidŠ°de pŠ°ra a formŠ°Ć§Ć£o contĆnua dos professores com
foco nessa atividŠ°de, a fim de que estes se apropriem de conceitos e
conhecimentos do cŠ°mpo teĆ³rico da avaliaĆ§Ć£o institucional, processo que
permitirĆ” ao professor estŠ°belecer metŠ°s que possam contribuir pŠ°ra
mudanƧas e autodesenvolvimento da instituiĆ§Ć£o.
This study analyzed the experience of self-evaluation of schools within a School of Federal Public Network of the city of Uberaba, Minas Gerais. The self-assessment of schools, from the point of view of Brazilian public policy and public policies, confirms that schools have continuous training, reviewing their educational actions with autonomy and criticism, the purpose of which is to bring about improvements. The democratic management and pediatric political project (PPP) of the institution are factors that contribute to the quanlity of education. The research problem investigates the fact that the teachers' behavior of a technical course integrated to secondary education in a public school is a result of the self-evaluation of schools. The aim of the study was to generalize the teachers' behavior in the evaluation. An exploratory, descriptive and quantitative research bibliographic research, developed as part of a case study by means of a mixed questionnaire survey. In this research it was possible to verify that some indefinitions about the selfevaluation of schools have made it difficult for the teachers to adopt a conception of improvement that is closer to their principles and the theoretical and methodological assumptions in the institution's PPP. There is a need for a greater interweaving between the student conceptions that one wants to form, teaching and learning, with the theoretical methodological foundations observed in the PPP, as a collective construction. Public policies must go more deeply into the ongoing training of teachers with a focus on this activity, so that they can appropriate concepts and knowledge of the theoretical framework of institutional assessment, a process that will enable the teacher to establish methods that can contribute changes and selfdevelopment of the institution.
This study analyzed the experience of self-evaluation of schools within a School of Federal Public Network of the city of Uberaba, Minas Gerais. The self-assessment of schools, from the point of view of Brazilian public policy and public policies, confirms that schools have continuous training, reviewing their educational actions with autonomy and criticism, the purpose of which is to bring about improvements. The democratic management and pediatric political project (PPP) of the institution are factors that contribute to the quanlity of education. The research problem investigates the fact that the teachers' behavior of a technical course integrated to secondary education in a public school is a result of the self-evaluation of schools. The aim of the study was to generalize the teachers' behavior in the evaluation. An exploratory, descriptive and quantitative research bibliographic research, developed as part of a case study by means of a mixed questionnaire survey. In this research it was possible to verify that some indefinitions about the selfevaluation of schools have made it difficult for the teachers to adopt a conception of improvement that is closer to their principles and the theoretical and methodological assumptions in the institution's PPP. There is a need for a greater interweaving between the student conceptions that one wants to form, teaching and learning, with the theoretical methodological foundations observed in the PPP, as a collective construction. Public policies must go more deeply into the ongoing training of teachers with a focus on this activity, so that they can appropriate concepts and knowledge of the theoretical framework of institutional assessment, a process that will enable the teacher to establish methods that can contribute changes and selfdevelopment of the institution.
Description
Keywords
AutoavaliaĆ§Ć£o de escolas GestĆ£o democrĆ”tica Projeto polĆtico pedŠ°gĆ³gico School self-assessment Democratic management Pediatric political project
Pedagogical Context
Citation
Publisher
Instituto PolitĆ©cnico do Porto. Escola Superior de EducaĆ§Ć£o