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Conceções de inspetores da educação acerca das suas práticas de avaliação de escolas
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A presente investigação teve como finalidade conhecer as conceções de inspetores da educação sobre as suas práticas no âmbito da Avaliação Externa das Escolas, dada a inexistência de estudos empíricos sobre esta temática, em Portugal.
Em coerência com a opção metodológica, de índole construtivista, foram recolhidos dados qualitativos: realizaram-se entrevistas a 21 inspetores e aplicou-se um questionário para caracterização sociodemográfica e profissional dos mesmos. As entrevistas, integralmente transcritas, foram a base para a transformação dos dados segundo a fórmula D-A-I (Descrição – Análise – Interpretação).
Destacam-se algumas conclusões: foram realçadas as potencialidades acrescidas dos inspetores-avaliadores devido aos conhecimentos, experiências e competências, significativamente consolidados, destes profissionais; entre os recursos mobilizados sobressaiu a formação, a experiência enquanto avaliador, o aparato metodológico e os materiais de suporte; a ética, pessoal e institucional, foi apontada como a base para a formulação de juízos, cuja validação se alicerça na triangulação de fontes e de dados, considerando os ambientes políticos e organizacionais que contextualizam as práticas dos avaliadores; na relação com os intervenientes foi valorizada a interação e comunicação, mas também foram identificados dilemas relacionados com a atribuição de classificações e com decisões processuais. As conceções dos participantes evidenciaram a centralidade das dimensões ética e sociopolítica das suas práticas avaliativas. Foi elaborado um modelo que permite distinguir perfis de prática dos avaliadores, com base no foco do avaliador (suporte da ação e decisão – a Técnica / Norma ou os Valores / Ideologia) e no horizonte do avaliador (visão da finalidade e impactos da avaliação – na Organização / Escola ou na Comunidade / Sociedade).
This research aimed to understand the conceptions of education inspectors about their practices within the scope of the External Evaluation of Schools, given the lack of empirical studies on this topic in Portugal. Consistent with the methodological option of constructivist nature, qualitative data were collected: interviews were carried out with 21 inspectors and a questionnaire was applied for sociodemographic and professional characterization. The interviews, fully transcribed, were the basis for data transformation according to the D-A-I formula (Description – Analysis – Interpretation). Some conclusions stand out: the increased potential of inspectors who carry out the External Evaluation of Schools due to the significantly consolidated knowledge, experience and skills of these professionals was highlighted; among the resources mobilized, training, experience as an evaluator, the methodological apparatus and support materials stood out; ethics, both personal and institutional, were identified as the basis for the formulation of judgments, whose validation is based on the triangulation of sources and data, considering the political and organizational environments that contextualize the practices of the evaluators; interaction and communication were valued in the relationship with the stakeholders, but dilemmas related to the attribution of classifications and procedural decisions were also identified. The participants' conceptions evidenced the centrality of the ethical and socio-political dimensions of their evaluation practices. A model was developed to distinguish the practice profiles of the evaluators, based on the evaluator's focus (support of action and decision - the Technique / Standard or the Values / Ideology) and on the evaluator's horizon (view of the purpose and impacts of the evaluation - in the Organization / School or in the Community / Society)
This research aimed to understand the conceptions of education inspectors about their practices within the scope of the External Evaluation of Schools, given the lack of empirical studies on this topic in Portugal. Consistent with the methodological option of constructivist nature, qualitative data were collected: interviews were carried out with 21 inspectors and a questionnaire was applied for sociodemographic and professional characterization. The interviews, fully transcribed, were the basis for data transformation according to the D-A-I formula (Description – Analysis – Interpretation). Some conclusions stand out: the increased potential of inspectors who carry out the External Evaluation of Schools due to the significantly consolidated knowledge, experience and skills of these professionals was highlighted; among the resources mobilized, training, experience as an evaluator, the methodological apparatus and support materials stood out; ethics, both personal and institutional, were identified as the basis for the formulation of judgments, whose validation is based on the triangulation of sources and data, considering the political and organizational environments that contextualize the practices of the evaluators; interaction and communication were valued in the relationship with the stakeholders, but dilemmas related to the attribution of classifications and procedural decisions were also identified. The participants' conceptions evidenced the centrality of the ethical and socio-political dimensions of their evaluation practices. A model was developed to distinguish the practice profiles of the evaluators, based on the evaluator's focus (support of action and decision - the Technique / Standard or the Values / Ideology) and on the evaluator's horizon (view of the purpose and impacts of the evaluation - in the Organization / School or in the Community / Society)
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avaliação de escolas inspetores da educação práticas de avaliação natureza da avaliação fundamentos da avaliação evaluation of schools education inspectors evaluation practices nature of evaluation fundamentals of evaluation