A carregar...
Publicação
A avaliação externa das escolas como promotora de aprendizagem organizacional : perceções de gestores escolares
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 1.76 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O relatório de estágio, elaborado no âmbito do Mestrado em Educação, na área de especialidade em Administração Educacional, desenvolveu-se na Inspeção-Geral da Educação e Ciência (IGEC), integrado na Equipa Multidisciplinar da Educação Pré-Escolar e dos Ensinos Básico e Secundário (EMEE). O estágio teve como objetivo a compreensão do funcionamento e respetiva cultura organizacional da IGEC, como também aprofundar o papel da Avaliação Externa das Escolas (AEE) como instrumento de promoção de melhoria e de aprendizagem organizacional. O projeto de investigação elaborado adotou uma abordagem qualitativa, a partir de um estudo de caso sobre um agrupamento de escolas da área metropolitana de Lisboa. As técnicas de recolha de dados constaram da análise documental e de entrevistas semiestruturadas a atores em cargos de liderança – diretor, coordenadores e inspetor responsável – possibilitando uma leitura ampla sobre as perceções dos intervenientes quanto aos efeitos da AEE nos processos de mudança e melhoria de escola. Os resultados evidenciam que, embora a AEE seja, frequentemente, percecionada como um processo de fiscalização, é também reconhecida como uma oportunidade de reflexão crítica e de incremento de cultura de avaliação organizacional. A aprendizagem organizacional ocorre quando a escola ou agrupamento tem a capacidade de integrar o relatório de AEE nos seus processos de planeamento e melhoria interna. Este estudo aponta ainda para a relevância da articulação entre autoavaliação e avaliação externa, evidenciando o papel das diferentes lideranças e respetiva cooperação entre estas. Conclui-se que a AEE é, neste estudo de caso, interpretada, essencialmente, sob uma perspetiva formativa e colaborativa, servindo como uma ferramenta benéfica para a melhoria organizacional e potenciadora de aprendizagem organizacional.
The present internship report, developed within the Master’s Degree in Education and Training, in the area of Educational Administration, was carried out at the General Inspectorate of Education and Science (IGEC), integrated into the Multidisciplinary Team for Pre-school and Basic and Secondary Education (EMEE). The internship aimed to understand the functioning and organisational culture of IGEC, as well as to deepen the role of External School Evaluation (AEE) as an instrument for promoting improvement and organisational learning. The research project adopted a qualitative approach, based on a case study conducted in a school cluster in the Lisbon metropolitan area. The data collection instruments consisted of document analysis and semi-structured interviews with actors in leadership positions – the headteacher, coordinators, and the inspector in charge – allowing a broad understanding of the participants’ perceptions regarding the effects of AEE on school change and improvement processes. The results show that, although AEE is often perceived as a supervisory process, it is also recognised as an opportunity for critical reflection and for strengthening the culture of organisational evaluation. Organisational learning occurs when the school or cluster is able to integrate the AEE report into its planning and internal improvement processes. This study also highlights the relevance of the articulation between self-evaluation and external evaluation, emphasising the role of different leaderships and their cooperation. It is concluded that, in this case study, AEE is mainly interpreted from a formative and collaborative perspective, serving as a beneficial tool for organisational improvement and as a driver of organisational learning.
The present internship report, developed within the Master’s Degree in Education and Training, in the area of Educational Administration, was carried out at the General Inspectorate of Education and Science (IGEC), integrated into the Multidisciplinary Team for Pre-school and Basic and Secondary Education (EMEE). The internship aimed to understand the functioning and organisational culture of IGEC, as well as to deepen the role of External School Evaluation (AEE) as an instrument for promoting improvement and organisational learning. The research project adopted a qualitative approach, based on a case study conducted in a school cluster in the Lisbon metropolitan area. The data collection instruments consisted of document analysis and semi-structured interviews with actors in leadership positions – the headteacher, coordinators, and the inspector in charge – allowing a broad understanding of the participants’ perceptions regarding the effects of AEE on school change and improvement processes. The results show that, although AEE is often perceived as a supervisory process, it is also recognised as an opportunity for critical reflection and for strengthening the culture of organisational evaluation. Organisational learning occurs when the school or cluster is able to integrate the AEE report into its planning and internal improvement processes. This study also highlights the relevance of the articulation between self-evaluation and external evaluation, emphasising the role of different leaderships and their cooperation. It is concluded that, in this case study, AEE is mainly interpreted from a formative and collaborative perspective, serving as a beneficial tool for organisational improvement and as a driver of organisational learning.
Descrição
Relatório de estágio de mestrado, Educação (Área de Especialidade em Administração Educacional), 2025, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Avaliação externa Aprendizagem organizacional Administração educacional Cultura organizacional Avaliação das escolas Relatórios de estágio de mestrado - 2025