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E depois da ação de acompanhamento da Inspeção-Geral da Educação e Ciência? : um estudo de caso num agrupamento de escolas
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Orientador(es)
Resumo(s)
A presente investigação foi desenvolvida num Agrupamento de Escolas que
designei, por questões que se prendem com o anonimato, pelo nome fictício de
Agrupamento Catch the Wind, sito na região de Lisboa e Vale do Tejo.
O estudo nasceu do interesse pessoal pelas atividades que têm como objetivo a
promoção de níveis mais elevados na qualidade das aprendizagens inscritas no Plano de
Atividades da Inspeção-Geral da Educação e Ciência (comummente designada por
IGEC) e da oportunidade de ter participado no Programa Acompanhamento, no âmbito
da gestão curricular do ensino experimental das ciências, enquanto coordenadora de
Departamento de uma das Unidades Orgânicas intervencionadas por este organismo no
domínio de auditoria e de controlo.
Consistindo os programas Acompanhamento numa atividade mais próxima de
uma intervenção do tipo avaliação formativa, onde se observa e acompanha a ação
educativa, deles não decorre a obrigatoriedade legal do desenho de um Plano de
Melhoria, embora, numa perspetiva de melhoria contínua, devam ser implementadas
ações, pelo que relacionei esta atividade com a Avaliação Externa das Escolas
(2006/2011 e 2011/2017) mobilizando o Programa de Avaliação Integrada (1999/2002),
que entendo percursor daquela.
Com o objetivo de perceber que leitura realizaram os atores escolares do
relatório produzido e que ações de melhoria daí decorreram, por um lado, e, por outro,
desejando contribuir para o desenvolvimento e aperfeiçoamento contínuos da prática
educativa, assumi o papel de professor investigador, optando por uma abordagem
qualitativa, na perspetiva holística de Janesick, Denzin e Lincon, sem descurar os avisos
de Bogdan e Biklen e recolhendo dados a partir de múltiplas fontes.
Este Agrupamento construiu um Plano de Melhoria por opção própria,
apropriando-se daquilo que não era seu para passar a ser. Usou-o como instrumento
reflexivo, denotando-se o papel desempenhado pelas lideranças intermédias que não
desistiram até entregar a avaliação final e deixaram sugestões. Todavia, neste estudo
verifica-se que os docentes demonstram um certo alheamento relativamente ao processo
de Avaliação Externa das Escolas, sendo a razão para o impacto se verificar ao nível da
dimensão organizacional em prejuízo da curricular.
Envolver os atores escolares que não participaram no processo e para quem tudo
aquilo não passava de uma coisa dos outros, assim como todos que participaram, mas,
que assim que a equipa inspetiva se retirou, se esqueceram da atividade de Acompanhamento, até porque não tinha corrido assim tão mal foi missão assumida
pelas estruturas intermédias. Cabe agora ao Agrupamento decidir se dará ou não
continuidade ao compromisso assumido, dependendo da navegação pela qual optar
quando catch the wind.
This investigation was performed in a School Grouping located in the Lisboa e Vale do Tejo region, which I named Catch the Wind in order to keep it anonymous. The referred investigation was developed due to personal interest in the activities that promote higher quality learning levels performed by the General Inspection of Education and Science (hereby referred to as IGEC) and the opportunity I had in having participated in the designated Acompanhamento* program from the area of experimental sciences teaching, as a Department Coordinator of one of IGEC’s units centered on audit and control. The Acompanhamento programs of IGEC consist of regular reviews of the education policy developed in schools, to produce knowledge of the processes required for educational policy implementation. Despite the preparation of an Improvement Plan not being mandatory, but improvement actions should be performed. Therefore, I related this activity with the School’s External Evaluation (2006/2011 and 2011/2017), also taking into account the Integrated Evaluation Program, which I consider to be in its origin. With the aim of, on the one hand, understanding the effects produced in the school by this report and which improvement measures were achieved and, on the other hand, contributing the continuous improvement of practical education, I assumed the investigator teacher role. I have opted for a qualitative approach, following the holistic perspective of Janesick, Denzin and Lincon, taking also into account Bogdan and Biklen and collecting data from multiple sources. This School Grouping developed an Improvement Plan on its own, based on an existing one, and used it as an instrument for reflexion. This was followed mainly by the intermediate leadership board, which did not give up until the final evaluation was handed and left additional suggestions. However, in this study, it is verified that teachers show some detachment concerning the School’s External Evaluation, verifying this impact on the organizational level, over the curricular one. It was assumed by the intermediate leadership involving all school performers, not only the ones that did not participate in the process, claiming that it’s for other people, but also those who participated but once the inspection team finished their work forgot the Acompanhamento activity, stating that the work wasn’t that bad. It is now a job for the School Grouping decides whether they will continue the assumed commitment, depending on the direction it takes when it catches the wind.
This investigation was performed in a School Grouping located in the Lisboa e Vale do Tejo region, which I named Catch the Wind in order to keep it anonymous. The referred investigation was developed due to personal interest in the activities that promote higher quality learning levels performed by the General Inspection of Education and Science (hereby referred to as IGEC) and the opportunity I had in having participated in the designated Acompanhamento* program from the area of experimental sciences teaching, as a Department Coordinator of one of IGEC’s units centered on audit and control. The Acompanhamento programs of IGEC consist of regular reviews of the education policy developed in schools, to produce knowledge of the processes required for educational policy implementation. Despite the preparation of an Improvement Plan not being mandatory, but improvement actions should be performed. Therefore, I related this activity with the School’s External Evaluation (2006/2011 and 2011/2017), also taking into account the Integrated Evaluation Program, which I consider to be in its origin. With the aim of, on the one hand, understanding the effects produced in the school by this report and which improvement measures were achieved and, on the other hand, contributing the continuous improvement of practical education, I assumed the investigator teacher role. I have opted for a qualitative approach, following the holistic perspective of Janesick, Denzin and Lincon, taking also into account Bogdan and Biklen and collecting data from multiple sources. This School Grouping developed an Improvement Plan on its own, based on an existing one, and used it as an instrument for reflexion. This was followed mainly by the intermediate leadership board, which did not give up until the final evaluation was handed and left additional suggestions. However, in this study, it is verified that teachers show some detachment concerning the School’s External Evaluation, verifying this impact on the organizational level, over the curricular one. It was assumed by the intermediate leadership involving all school performers, not only the ones that did not participate in the process, claiming that it’s for other people, but also those who participated but once the inspection team finished their work forgot the Acompanhamento activity, stating that the work wasn’t that bad. It is now a job for the School Grouping decides whether they will continue the assumed commitment, depending on the direction it takes when it catches the wind.
Descrição
Dissertação de mestrado, Educação (Área de especialidade em Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
Avaliação institucional Avaliação externa Aprendizagem organizacional Teses de mestrado - 2018