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A regulação pelo conhecimento na avaliação externa de escolas
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A presente tese centra-se no estudo das relações entre conhecimento e política e toma a avaliação das escolas (AE) como instrumento de regulação que regula o sistema educativo através da circulação do conhecimento que incorpora e veicula por processos de regulação transnacional, nacional e local. A dimensão cognitiva das políticas dá-se na medida em que o conhecimento não existe sem os atores que o possuem, constroem e fazem deslocar. Assim, recorrendo à sociologia da ação pública (AP), sob a ótica da regulação pelo prisma da multirregulação, recorre-se à análise cognitiva das políticas para estudar a dimensão cognitiva e o peso do conhecimento na construção e operacionalização da política de AE. Utilizando o termo cena para indicar os ‘lugares’ onde a AP decorre, observa-se duas cenas da decisão política (Governo/Legislador; Inspeção/Grupo de Trabalho da AE), para compreender o papel do conhecimento na formulação dos problemas (problematização) e nas soluções encontradas (preconização), e uma cena local de operacionalização da avaliação (escolas/agrupamentos), com vista a analisar a receção e os efeitos gerados pela AE. De teor qualitativo e interpretativo, são analisados documentos oficiais (e.g., legislação, modelo da AE, relatórios da inspeção, recomendações do CNE) e realizadas 11 entrevistas a atores-chave: cinco entrevistas individuais, semiestruturadas (diretores de escola) e seis entrevistas por técnica de ‘focus group’ (equipa de avaliadores externos, equipas de autoavaliação).
O estudo mostra a relevância dos conhecimentos comparativo, associativo e cartográfico, que permitem agilizar inferências de utilidade governamental de uma regulação eficaz, reforçando e legitimando a conveniência da política através de exemplos internacionais, da evidence based policy e das boas práticas. Igualmente, o conhecimento como instrumento de poder surge associado a quem o externaliza, e controla a sua entrada em circulação. A Inspeção e as E/AE são os atores que mais conhecimento mobilizam. Porém, é a Inspeção que detém o controlo dos fluxos (e.g., na visita às escolas apenas as equipa de avaliação externaliza conhecimento) e a cena E/AE o lugar de confluência e circulação dos conhecimentos externalizados e dos efeitos ambivalentes (e.g., controlo/autonomia) gerados. A natureza híbrida da regulação efetivada inclui traços burocráticos da racionalidade técnica weberiana (e.g., importância dos peritos e do conhecimento técnico-científico, o uso de indicadores) que se misturam com os atributos da pós-burocracia. Contudo, trata-se de um instrumento pós-burocrático, dado que os meios pelos quais se concretiza a avaliação assentam na interação e negociação de sentidos com os atores na cena E/AE, suportando-se numa rede de atores e de interações que se constituem por via da própria avaliação.
This thesis focuses on the study of the relationship between knowledge and policy and takes the evaluation of schools (ES) as a regulatory instrument that regulates the educational system through the circulation of knowledge that incorporates and conveys through transnational, national and local regulation processes. The cognitive dimension of policies occurs to the extent that knowledge does not exist without the actors who own it, build it and make it move. Thus, using the sociology of public action (PA), from the perspective of regulation through the prism of multi-regulation, cognitive analysis of policies is used to study the cognitive dimension and the weight of knowledge in the construction and operationalization of ES policy. Using the term scene to indicate the 'places' where the PA takes place, two scenes of the political decision are observed (Government/Legislator; Inspection/ES Working Group), to understand the role of knowledge in the formulation of problems (problematization) and in the solutions found (recommending), and a local scene of operationalization of the evaluation (schools/groups), to analyze the reception and the effects generated by the ES. Of a qualitative and interpretative nature, official documents are analyzed (e.g., legislation, ES model, inspection reports, CNE recommendations) and 11 interviews with key actors are carried out: five individual, semi-structured interviews (school heads) and six interviews by 'focus group' technique (team of external evaluators, self-evaluation teams). The study shows the relevance of comparative, associative and cartographic knowledge, which allow to speed up inferences of governmental utility of an effective regulation, reinforcing and legitimizing the desirability of the policy through international examples, evidence-based policy and best practices. Likewise, knowledge as an instrument of power appears associated with those who externalize it and control its entry into circulation. Inspection and E/AE are the actors that mobilize the most knowledge. However, it is the Inspection that controls the flows (e.g., when visiting schools, only the evaluation team externalizes knowledge) and the E/AE scene is the place of confluence and circulation of externalized knowledge and ambivalent effects (e.g., control/ autonomy) generated. The hybrid nature of effective regulation includes bureaucratic traits of Weberian technical rationality (e.g., importance of experts and technical-scientific knowledge, use of indicators) that mix with the attributes of post-bureaucracy. However, it is a post-bureaucratic instrument, as the means by which the evaluation is carried out are based on the interaction and negotiation of meanings with the actors in the E/AE scene, supported by a network of actors and interactions that that are formed due to the evaluation itself.
This thesis focuses on the study of the relationship between knowledge and policy and takes the evaluation of schools (ES) as a regulatory instrument that regulates the educational system through the circulation of knowledge that incorporates and conveys through transnational, national and local regulation processes. The cognitive dimension of policies occurs to the extent that knowledge does not exist without the actors who own it, build it and make it move. Thus, using the sociology of public action (PA), from the perspective of regulation through the prism of multi-regulation, cognitive analysis of policies is used to study the cognitive dimension and the weight of knowledge in the construction and operationalization of ES policy. Using the term scene to indicate the 'places' where the PA takes place, two scenes of the political decision are observed (Government/Legislator; Inspection/ES Working Group), to understand the role of knowledge in the formulation of problems (problematization) and in the solutions found (recommending), and a local scene of operationalization of the evaluation (schools/groups), to analyze the reception and the effects generated by the ES. Of a qualitative and interpretative nature, official documents are analyzed (e.g., legislation, ES model, inspection reports, CNE recommendations) and 11 interviews with key actors are carried out: five individual, semi-structured interviews (school heads) and six interviews by 'focus group' technique (team of external evaluators, self-evaluation teams). The study shows the relevance of comparative, associative and cartographic knowledge, which allow to speed up inferences of governmental utility of an effective regulation, reinforcing and legitimizing the desirability of the policy through international examples, evidence-based policy and best practices. Likewise, knowledge as an instrument of power appears associated with those who externalize it and control its entry into circulation. Inspection and E/AE are the actors that mobilize the most knowledge. However, it is the Inspection that controls the flows (e.g., when visiting schools, only the evaluation team externalizes knowledge) and the E/AE scene is the place of confluence and circulation of externalized knowledge and ambivalent effects (e.g., control/ autonomy) generated. The hybrid nature of effective regulation includes bureaucratic traits of Weberian technical rationality (e.g., importance of experts and technical-scientific knowledge, use of indicators) that mix with the attributes of post-bureaucracy. However, it is a post-bureaucratic instrument, as the means by which the evaluation is carried out are based on the interaction and negotiation of meanings with the actors in the E/AE scene, supported by a network of actors and interactions that that are formed due to the evaluation itself.
Descrição
Palavras-chave
conhecimento multirregulação trumento de regulação baseado no conhecimento política educativa ação pública avaliação de escolas knowledge multi-regulation knowledge-based regulation instrument educational policy public action school evaluation