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Advisor(s)
Abstract(s)
As dinâmicas de regulação do Estado, relativamente aos serviços públicos, nos regimes democráticos ocidentais - incluindo Portugal, têm sofrido alterações. Tem-se caminhado de uma lógica de regulação burocrática para modos de regulação pós-burocrática. Nesta transição, salienta-se uma reconfiguração do papel do Estado na Educação, em que a avaliação das escolas adquiriu um lugar de grande centralidade.
A investigação que esteve na base deste estudo centrou-se na Avaliação Externa das Escolas (AEE), enquanto instrumento de regulação. Sendo questão orientadora do estudo: a possível influência da AEE nos documentos orientadores de um Agrupamento de Escolas (AE).
Apontamos como campo deste estudo a Administração Educacional, encontrando enquadramento teórico na regulação política da educação. Desenvolvemos, assim, os conceitos/ideias de Avaliação do Sistema Educativo; Regulação do Sistema Educativo; Reconfiguração do papel do Estado na Educação; e as Políticas de AEE.
Considerando os pressupostos do estudo, o modelo de investigação que se adequou foi o estudo de caso. Sendo um estudo que se enquadra numa abordagem qualitativa, as opções metodológicas recaíram em entrevistas semiestruturadas a três atores chave e na análise documental dos Relatórios da AEE e de documentos orientadores do AE.
Pela análise documental, é percetível que os resultados obtidos na AEE influíram na conceção de documentos elaborados posteriormente. Através da análise das entrevistas, percebemos que os resultados da AEE atribuídos ao AE são valorizados/enfatizados pelos entrevistados. Reconhecem o impacto da AEE nos documentos orientadores e enunciam exemplos de como houve preocupação e diligências para melhorar as práticas, no sentido das orientações da AEE.
Pelo trabalho que desenvolvemos, torna-se evidente que a AEE pode ser considerada um instrumento de regulação pós-burocrática. O Estado, através da AEE, 'pressiona' as escolas a atingir determinados resultados, ficando ao critério das escolas o modo como atingir esses resultados.
ABSTRACT In western democracies, including Portugal, the way public services are regulated by the State have changed over time, from a purely bureaucratic framework to post-bureaucratic ways of regulation. This transition is particularly evident in the reframing of the role of the State in Education, where the direct evaluation of teaching institutions gained central importance. This study focused on the External Evaluation of Schools (EES) as a regulation tool and attempted to ascertain and characterize the influence of the ESS on the institutional guiding documents of a specific School District (SD). The field of study of this work is Educational Administration/Management, more specifically the political regulation of Education. The following concepts/ideas were reviewed: Evaluation of the Educational System; Regulation of the Educational System; Reframing of the Role of the State in Education; and the Policies of ESS. The Case Study was the research model adopted. As a qualitative study, the methods used were semi structured interviews to three key players, analysis of two subsequent EES reports and of guiding documents of the SD from before the first EES to after the second EES. From the analysis of the documentation it became apparent that the EES reports significantly influenced the evolution of the SD guiding documents. The interviews also show that the results of the EES were well remembered and valued by the three key players; they recognised the impact of the EES on the SD guiding documents and listed examples of how the evaluation reports led to an active effort to improve the practices of the SD, according to the orientation of the EES. This work demonstrates that the EES can be considered a post-bureaucratic regulation tool. Through the EES the State 'pressures' the educational institutions to achieve certain goals, leaving to the institutions the freedom to choose how to best achieve those goals.
ABSTRACT In western democracies, including Portugal, the way public services are regulated by the State have changed over time, from a purely bureaucratic framework to post-bureaucratic ways of regulation. This transition is particularly evident in the reframing of the role of the State in Education, where the direct evaluation of teaching institutions gained central importance. This study focused on the External Evaluation of Schools (EES) as a regulation tool and attempted to ascertain and characterize the influence of the ESS on the institutional guiding documents of a specific School District (SD). The field of study of this work is Educational Administration/Management, more specifically the political regulation of Education. The following concepts/ideas were reviewed: Evaluation of the Educational System; Regulation of the Educational System; Reframing of the Role of the State in Education; and the Policies of ESS. The Case Study was the research model adopted. As a qualitative study, the methods used were semi structured interviews to three key players, analysis of two subsequent EES reports and of guiding documents of the SD from before the first EES to after the second EES. From the analysis of the documentation it became apparent that the EES reports significantly influenced the evolution of the SD guiding documents. The interviews also show that the results of the EES were well remembered and valued by the three key players; they recognised the impact of the EES on the SD guiding documents and listed examples of how the evaluation reports led to an active effort to improve the practices of the SD, according to the orientation of the EES. This work demonstrates that the EES can be considered a post-bureaucratic regulation tool. Through the EES the State 'pressures' the educational institutions to achieve certain goals, leaving to the institutions the freedom to choose how to best achieve those goals.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Administração Educacional
Keywords
Avaliação Externa das Escolas Regulação da Educação Estado Melhoria Instrumento de Regulação External evaluation of schools Educational regulation State Improvement Regulation tool
Citation
Silva, M. A. R. (2021). A influência da avaliação externa na melhoria do agrupamento de escolas – um estudo de caso (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15624