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A avaliação externa das escolas : uma política pública sob a visão de diretores escolares
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A presente dissertação tem como tema a influência da avaliação externa das escolas
(AEE) no trabalho do diretor de escolas do ensino obrigatório, em Portugal. Mais
especificamente, possui o objetivo de conhecer a opinião de diretores de
escola/agrupamento de escolas, enquanto gestor escolar, acerca das alterações provocadas
pela AEE na sua escola/AGE. Essa tem o intuito de tentar compreender qual a percepção
de diretores escolares sobre os processos de avaliação realizados em suas escolas e de que
forma a avaliação externa está a funcionar como um instrumento de regulação das práticas
de gestão e liderança do diretor. Optei por utilizar uma metodologia de investigação
naturalista, buscando a construção interpretativa das visões e percepções do diretor sobre
a realidade em que atuam em relação aos processos de Avaliação Externa. Para tal, foram
utilizados como instrumentos de recolha de dados: um inquérito composto por um
questionário de tipo misto com questões de resposta fechada e aberta e a análise
documental. Os dados foram tratados por meio de procedimentos e técnicas de análise de
conteúdo. Considerando de uma maneira geral os dados apresentados e analisados nessa
pesquisa, pode-se observar que existe uma grande variedade de visões dos diretores sobre
o processo de AEE, desde seus objetivos até seus resultados, sua validade e eficácia. As
respostas aos questionários mostram também que existem similaridades nos discursos
sobre a AEE, no que concerne principalmente à melhoria da qualidade das escolas, da
prestação dos serviços educativos e dos resultados. O processo de AEE como instrumento
de regulação, comparativamente à regulação a nível nacional e transnacional, não ocorre
de maneira uniforme dentre as Escolas e os Agrupamentos de Escolas. Dependendo de
seu contexto, tanto a legislação que regulamenta o sistema de avaliação quanto o
processo de AEE são interpretados de maneira diversa, sendo influenciados pela
perspectiva dos atores interessados e influenciando-os.
This dissertation's theme is the influence of Schools External Evaluation (SEE) on the work of the directors of compulsory education schools in Portugal. More specifically, its goal is getting to know the opinion of school Directors/School groupings, as well as school managers, in regards to the changes caused by the SEE in its school/School grouping. The SEE aims to understand what are the school principals' perceptions about the evaluation processes carried out in their schools. It also analyses in what ways the external evaluation is working as a regulatory instrument for management practices and the school principal's leadership. I chose to use a naturalist research methodology, seeking the interpretative construction of the directors' views and perceptions about the reality in which they work in regards to the External Evaluation processes. To this end, data collection tools were used: a survey consisting of a mixed-type questionnaire with closed and open-ended questions, as well as a documentary analysis. Data were processed by content analysis' procedures and techniques. Considering in a general way the data presented and analyzed in this research, it can be observed that there is a wide variety of visions of the directors about the SEE process, from its objectives to its results, its validity and efficacy. The surveys' answers also show that there are similarities in the discourses about the SEE, mainly concerning the improvement of schools' quality, the provision of educational services and the results. The SEE process as a regulatory instrument, compared to regulation at national and transnational level, does not occur uniformly among schools and school groupings. Depending on the context, both the legislation regulating the evaluation system and the SEE process are interpreted differently, being influenced by the interested actors' perspective and influencing them in return.
This dissertation's theme is the influence of Schools External Evaluation (SEE) on the work of the directors of compulsory education schools in Portugal. More specifically, its goal is getting to know the opinion of school Directors/School groupings, as well as school managers, in regards to the changes caused by the SEE in its school/School grouping. The SEE aims to understand what are the school principals' perceptions about the evaluation processes carried out in their schools. It also analyses in what ways the external evaluation is working as a regulatory instrument for management practices and the school principal's leadership. I chose to use a naturalist research methodology, seeking the interpretative construction of the directors' views and perceptions about the reality in which they work in regards to the External Evaluation processes. To this end, data collection tools were used: a survey consisting of a mixed-type questionnaire with closed and open-ended questions, as well as a documentary analysis. Data were processed by content analysis' procedures and techniques. Considering in a general way the data presented and analyzed in this research, it can be observed that there is a wide variety of visions of the directors about the SEE process, from its objectives to its results, its validity and efficacy. The surveys' answers also show that there are similarities in the discourses about the SEE, mainly concerning the improvement of schools' quality, the provision of educational services and the results. The SEE process as a regulatory instrument, compared to regulation at national and transnational level, does not occur uniformly among schools and school groupings. Depending on the context, both the legislation regulating the evaluation system and the SEE process are interpreted differently, being influenced by the interested actors' perspective and influencing them in return.
Descrição
Dissertação de mestrado, Educação (Área de especialidade em Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2019
Palavras-chave
Administração escolar Liderança Diretor escolar Avaliação externa Auto-avaliação Teses de mestrado - 2019