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O ensino e a aprendizagem da matemática na avaliação integrada das escolas : estudo extensivo no 3º ciclo do ensino básico e no ensino secundário
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Orientador(es)
Resumo(s)
A presente investigação descreve alguns aspectos circunstanciais do modo
como se processou a avaliação integrada num conjunto de 32 escolas do 3° ciclo
e/ou do ensino secundário das Direcções Regionais do Centro e de Lisboa durante o
ano lectivo 2001/02. Centrando a sua atenção no relevo dado à disciplina de
Matemática e nos docentes que a leccionam, o seu objectivo fundamental foi
caracterizar, ainda que parcialmente, o impacto que teve este programa de
avaliação externa levado a cabo pela Inspecçâo-Geral da Educação nas práticas
profissionais destes docentes e a imagem que neles deixou. Para tal, foi feita uma
análise dos dispositivos, procedimentos e produtos da intervenção inspectiva e dos
contextos organizacionais onde teve lugar a referida intervenção.
O estudo efectuado é contextualizado num quadro teórico-político onde os
conceitos-chave são a globalização, a descentralização, a autonomia, e a
prestação de contas. Foi feito um percurso sintético pelas tendências que tanto a
nível nacional como internacional têm marcado as políticas educativas e que
conduziram os sistemas educativos até à situação em que hoje nos encontramos.
O dispositivo empírico montado usou como recursos o inquérito por
questionário e algumas das ferramentas da estatística descritiva e indutiva
disponíveis no programa informático SPSS.
Os resultados levam-nos a concluir que, de facto, a disciplina de Matemática
foi alvo de uma análise privilegiada durante a Avaliação Integrada das Escolas, mas
que este processo de avaliação não deixou marcas significativas na prática lectiva
dos que leccionam a disciplina. Ficou sobretudo uma importante sensibilização não
só para a reflexão sobre o ensino actual e sobre o processo de avaliação que os
próprios docentes conduzem nas suas escolas, mas também para a uniformização
de práticas dentro do grupo disciplinar.
La présente investigation décrit quelques aspects sur les circonstances où a eu lieu un procès d’évaluation externe d'éboles, désigné par Avaliação Integrada das Escolas, qui a inclut un ensemble de 32 écoles du troisième cycle et de l'enseignement secondaire, dépendantes des Directions Régionales d’Éducation du Centre et de Lisbonne, pendant l'année scolaire 2001/2002. Dirigeant l’attention vers les mathématiques et les professeurs qui enseignent cette discipline, l’objectif principal de l’étude a été celui de caractériser, bien que partiellement, l’impact que ce programme d’évaluation externe mené par Inspecçâo-Geral da Educação (l’Inspection Générale de l’Éducation), a eu sur les enseignants et aussi l’image qu’il leur a transmise, à travers l'analyse des dispositifs, procédures et produits utilisés, et des contextes organisationnels où cette intervention a eu lieu. L’étude effectuée est insérée dans un cadre théorique et politique dont les mots clef sont la globalisation, la décentralisation, l’autonomie et la « rendue de comptes ». Nous avons fait un bref parcours à travers les tendances nationales et internationales qui ont marqué les politiques d’éducation et qui ont conduit les systèmes éducatifs jusqu’à la situation actuelle. Le dispositif empirique monté a utilisé comme ressources l’enquête par questionnaire et aussi quelques outils de la statistique descriptive et inductive disponibles dans le programme informatique SPSS. Les résultats nous permettent de conclure que, en fait, la discipline de mathématiques a été analysée de façon privilégiée pendant Avaliação Integrada das Escolas, mais cette évaluation n’a pas influencé significativement la pratique pédagogique des enseignants. L’évaluation a laissé auprès des professeurs, une importante sensibilisation pour la réflexion sur l’enseignement et sur les procès d’évaluation qu’ils conduisent dans leurs écoles. Cette sensibilisation s’est élargie aussi pour l'uniformisation de procédures dans leur groupe de discipline.
This thesis describes some circumstancial aspects of the Avaliação Integrada das Escolas, an integrated evaluation process aimed at a set of 32 schools (basic and secondary education) belonging to the Direcções Regionais de Educação (Regional Boards of Education) of the Centre and Lisbon during the school year 2001/2002. Focusing the attention on the subject of Mathematics and on its teachers, its main goal was to characterise, even if only partially, the impact of this programme of external evaluation led by the Inspecçâo-Geral da Educação (General Inspectorate of Education) upon the professional practices of these teachers. It also aimed to capture the impression left upon them, through the analysis of the mechanisms, procedures and products of inspective intervention, as well as through the organizational contexts in which this intervention took place. This study must be seen in a theoretical-political framework whose key concepts are the globalisation, decentralization, autonomy and accountability. A brief analysis was made into the national and international tendencies, which have been leaving their stamp on educational policies and which led the educational systems to the present situation. The empirical modus operandi used as resources the questionnaire and some tools of descriptive and inductive statistics, available in the informatics programme SPSS. The results led us to the conclusion that, in fact, the subject of Mathematics was the target of a privileged analysis during the Avaliação Integrada das Escolas (integrated evaluation of schools), but this analysis didn’t leave significative consequences on the teaching practice of the Mathematics teachers. Above all, what was left and it’s worth considering is an important sensibilization for the reflexion about the present teaching practice and about the process of evaluation used by the teachers in their own schools. This sensibilization is also important for the standardization of pratices inside the group of teachers who teach the same subject.
La présente investigation décrit quelques aspects sur les circonstances où a eu lieu un procès d’évaluation externe d'éboles, désigné par Avaliação Integrada das Escolas, qui a inclut un ensemble de 32 écoles du troisième cycle et de l'enseignement secondaire, dépendantes des Directions Régionales d’Éducation du Centre et de Lisbonne, pendant l'année scolaire 2001/2002. Dirigeant l’attention vers les mathématiques et les professeurs qui enseignent cette discipline, l’objectif principal de l’étude a été celui de caractériser, bien que partiellement, l’impact que ce programme d’évaluation externe mené par Inspecçâo-Geral da Educação (l’Inspection Générale de l’Éducation), a eu sur les enseignants et aussi l’image qu’il leur a transmise, à travers l'analyse des dispositifs, procédures et produits utilisés, et des contextes organisationnels où cette intervention a eu lieu. L’étude effectuée est insérée dans un cadre théorique et politique dont les mots clef sont la globalisation, la décentralisation, l’autonomie et la « rendue de comptes ». Nous avons fait un bref parcours à travers les tendances nationales et internationales qui ont marqué les politiques d’éducation et qui ont conduit les systèmes éducatifs jusqu’à la situation actuelle. Le dispositif empirique monté a utilisé comme ressources l’enquête par questionnaire et aussi quelques outils de la statistique descriptive et inductive disponibles dans le programme informatique SPSS. Les résultats nous permettent de conclure que, en fait, la discipline de mathématiques a été analysée de façon privilégiée pendant Avaliação Integrada das Escolas, mais cette évaluation n’a pas influencé significativement la pratique pédagogique des enseignants. L’évaluation a laissé auprès des professeurs, une importante sensibilisation pour la réflexion sur l’enseignement et sur les procès d’évaluation qu’ils conduisent dans leurs écoles. Cette sensibilisation s’est élargie aussi pour l'uniformisation de procédures dans leur groupe de discipline.
This thesis describes some circumstancial aspects of the Avaliação Integrada das Escolas, an integrated evaluation process aimed at a set of 32 schools (basic and secondary education) belonging to the Direcções Regionais de Educação (Regional Boards of Education) of the Centre and Lisbon during the school year 2001/2002. Focusing the attention on the subject of Mathematics and on its teachers, its main goal was to characterise, even if only partially, the impact of this programme of external evaluation led by the Inspecçâo-Geral da Educação (General Inspectorate of Education) upon the professional practices of these teachers. It also aimed to capture the impression left upon them, through the analysis of the mechanisms, procedures and products of inspective intervention, as well as through the organizational contexts in which this intervention took place. This study must be seen in a theoretical-political framework whose key concepts are the globalisation, decentralization, autonomy and accountability. A brief analysis was made into the national and international tendencies, which have been leaving their stamp on educational policies and which led the educational systems to the present situation. The empirical modus operandi used as resources the questionnaire and some tools of descriptive and inductive statistics, available in the informatics programme SPSS. The results led us to the conclusion that, in fact, the subject of Mathematics was the target of a privileged analysis during the Avaliação Integrada das Escolas (integrated evaluation of schools), but this analysis didn’t leave significative consequences on the teaching practice of the Mathematics teachers. Above all, what was left and it’s worth considering is an important sensibilization for the reflexion about the present teaching practice and about the process of evaluation used by the teachers in their own schools. This sensibilization is also important for the standardization of pratices inside the group of teachers who teach the same subject.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Administração Educacional), apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2005
Palavras-chave
Teses de mestrado - 2005 Ensino básico Ensino secundário Avaliação externa Inspecção escolar Matemática - Estudo e ensino