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Processo de avaliação nas escolas públicas e privadas em São Tomé e Príncipe
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Orientador(es)
Resumo(s)
São Tomé e Príncipe, ao longo da sua história, sempre esteve atento à problemática da
qualidade do seu sistema educativo. Todavia, a avaliação das escolas nunca foi associada à
consolidação das reformas já introduzidas no país no quadro das questões da qualidade e da
melhoria de escola. Partindo de uma abordagem à avaliação organizacional, que recorre às
questões da aprendizagem organizacional e aos processos de melhoria, o estudo teve como
objetivo conhecer e analisar as perceções sobre avaliação escolar e institucional de atores chave que trabalham no sector da educação em São Tomé e Príncipe. Para a recolha de dados
recorreu-se à análise documental, entrevista semiestruturada e pesquisa arquivística. Os
resultados indicam a existência de dispositivos (manuais de autoavaliação e avaliação externa)
para avaliar a qualidade das escolas santomenses que, não obstante existirem, carecem de um
enquadramento político-normativo que regulamente a aplicação da autoavaliação e avaliação
externa nas escolas. A avaliação das escolas nas vozes destes atores foi vista como restrita
apenas à avaliação dos aspetos mínimos da gestão escolar, de maneira a aprofundar o
conhecimento por parte dos membros da comunidade educativa e da sociedade em geral,
apoiando as escolas, o Ministério da Educação e os serviços da Inspeção na tomada de decisão.
De igual modo, proporcionar o desenvolvimento da escola, o nível de qualidade do serviço
prestado, bem como a satisfação da comunidade educativa e da sociedade em geral. Concluiu se, ainda, que as constantes mudanças de Governo, a falta de iniciativa dos líderes educativos
e de motivação da comunidade educativa são apontadas como constrangimentos à
implementação da avaliação nas escolas em São Tomé e Príncipe, com consequências na
qualidade e eficácia do sistema de ensino deste país.
Sao Tome and Principe, throughout its history, has always been attentive to the issue of the quality of its educational system. However, the evaluation of schools has never been associated with the consolidation of reforms already introduced in the country in the context of issues of quality and school improvement. Starting from an approach to organizational evaluation, based on organizational learning and improvement processes, the study aimed to analyse the perceptions of key actors working in the education sector in São Tome and Principe about institutional evaluation. For data collection and analysis, semi-structured interviews and archival research were used and content analysis. The results indicate the existence of devices (self-evaluation and external evaluation manuals) to assess the quality of schools in São Tome and Principe, but a lack a political-normative framework to regulate self-evaluation and schools external evaluation. According to the interviewees, the evaluation of schools is seen as restricted only to minimum aspects of school management to deepen knowledge of members of the educational community and society, and to support schools, and the Ministry of Education and the Inspection services in decision making. Likewise, it provides school development, the level of quality, and the satisfaction of the educational community and society in general. Also, the constant changes in Government, the lack of initiative by educational leaders and the motivation of the educational community were pointed out as constraints to the implementation of evaluation in schools in São Tome and Principe, with consequences on the quality and effectiveness of the system of teaching in this country.
Sao Tome and Principe, throughout its history, has always been attentive to the issue of the quality of its educational system. However, the evaluation of schools has never been associated with the consolidation of reforms already introduced in the country in the context of issues of quality and school improvement. Starting from an approach to organizational evaluation, based on organizational learning and improvement processes, the study aimed to analyse the perceptions of key actors working in the education sector in São Tome and Principe about institutional evaluation. For data collection and analysis, semi-structured interviews and archival research were used and content analysis. The results indicate the existence of devices (self-evaluation and external evaluation manuals) to assess the quality of schools in São Tome and Principe, but a lack a political-normative framework to regulate self-evaluation and schools external evaluation. According to the interviewees, the evaluation of schools is seen as restricted only to minimum aspects of school management to deepen knowledge of members of the educational community and society, and to support schools, and the Ministry of Education and the Inspection services in decision making. Likewise, it provides school development, the level of quality, and the satisfaction of the educational community and society in general. Also, the constant changes in Government, the lack of initiative by educational leaders and the motivation of the educational community were pointed out as constraints to the implementation of evaluation in schools in São Tome and Principe, with consequences on the quality and effectiveness of the system of teaching in this country.
Descrição
Dissertação de Mestrado, Educação (Área de Especialidade em Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2021
Palavras-chave
Avaliação das escolas Sistemas educativos São Tomé e Príncipe Aprendizagem organizacional Eficácia das escolas Teses de mestrado - 2021