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Authors
Advisor(s)
Abstract(s)
O projeto de investigação em curso visa conhecer os mecanismos através dos quais a
autoavaliação das escolas tem vindo a instituir-se como um novo instrumento político
de regulação local da educação.
Analiso a implementação da autoavaliação das escolas enquanto processo que se
desenrola num contexto global de reconfiguração do papel dos Estados. Concebo esta
política enquanto ação pública onde intervêm múltiplos atores, em escalas e níveis de
ação variados, num quadro multipolar de interdependências onde as fronteiras entre
público e privado, social e económico se esbatem, sendo o Estado um ator entre
muitos. Neste contexto de governança, encaro a autoavaliação das organizações
escolares como um instrumento de regulação da educação. Considero que esse
instrumento de regulação se baseia no conhecimento produzido e difundido no seio de
redes complexas de atores e que os profissionais mobilizam esses conhecimentos para
a operacionalização de dispositivos de autoavaliação que, por sua vez, são o resultado
de processos de tradução e de bricolagem.
Analiso os dispositivos de autoavaliação dos agrupamentos de escolas e escolas não
agrupadas da Região de Lisboa e Vale do Tejo que, no período entre 2006/2007 e
2010/2011, foram objeto de avaliação externa, recorrendo à análise de conteúdo da
secção respeitante ao domínio “Capacidade de autorregulação e melhoria” dos relatórios produzidos pelos avaliadores externos. Através desse estudo extensivo
exploratório, procuro fazer uma caracterização dos dispositivos produzidos pelas
organizações escolares focando a minha análise em três eixos: os atores envolvidos, o
conhecimento organizacional evidenciado e os dispositivos de autoavaliação
montados. No âmbito deste último eixo, fiz uma entrada pelos modelos de
autoavaliação identificados e constatei que cerca de 30% das escolas/agrupamentos
tinham recorrido ao CAF (Common Assessment Framework). Esse dado conduziu a
uma nova etapa do estudo que me permitiu iluminar a dimensão europeia na
elaboração e difusão da política pública de autoavaliação.
Abstract: With this research I intend to know the arrangements through which the school selfevaluation has been institutionalized as a new political tool on the education’s local regulation. I analyse the implementation of the school self-evaluation as a process developed in a context of global reconfiguration of the role of States. I conceive this policy as public action in which multiple actors take part, in diverse scales and levels of action, in a multipolar framework of interdependencies where the boundaries between public and private, social and economic become blurred, and where the State is one among many others. In this context of governance, I treat the school’s self-evaluation as a tool of education’s regulation. I consider that this regulation’s tool is founded on the knowledge produced and diffused within complex networks of actors and that those professionals mobilize those knowledges to operate school self-evaluation which are, in turn, the result of translation and bricolage processes. I analyse the self-evaluation’s processes of the schools and the schools clusters of the Lisbon and Tagus Valley’s Region which, between 2006/2007 and 2010/2011, have been submitted to the school external evaluation. To this end, I resort to the content analyse of the external evaluation’s reports on the section concerning the dimension « Self-regulation capacity and improvement » elaborated by the external evaluators. Through this extensive exploratory study, I intend to describe the devices elaborated by the schools focusing my analysis upon three axes: the actors engaged, the organizational knowledge evidenced and the assembled devices. As part of the last axis, I made an entrance through the self-evaluation models identified on the reports and I found that about 30% of schools/schools clusters have adopted the CAF (Common Assessment Framework). This outcome led the research to a new stage which let me illuminate the European’s dimension of the fabrication and diffusion of the public policy of self-evaluation.
Abstract: With this research I intend to know the arrangements through which the school selfevaluation has been institutionalized as a new political tool on the education’s local regulation. I analyse the implementation of the school self-evaluation as a process developed in a context of global reconfiguration of the role of States. I conceive this policy as public action in which multiple actors take part, in diverse scales and levels of action, in a multipolar framework of interdependencies where the boundaries between public and private, social and economic become blurred, and where the State is one among many others. In this context of governance, I treat the school’s self-evaluation as a tool of education’s regulation. I consider that this regulation’s tool is founded on the knowledge produced and diffused within complex networks of actors and that those professionals mobilize those knowledges to operate school self-evaluation which are, in turn, the result of translation and bricolage processes. I analyse the self-evaluation’s processes of the schools and the schools clusters of the Lisbon and Tagus Valley’s Region which, between 2006/2007 and 2010/2011, have been submitted to the school external evaluation. To this end, I resort to the content analyse of the external evaluation’s reports on the section concerning the dimension « Self-regulation capacity and improvement » elaborated by the external evaluators. Through this extensive exploratory study, I intend to describe the devices elaborated by the schools focusing my analysis upon three axes: the actors engaged, the organizational knowledge evidenced and the assembled devices. As part of the last axis, I made an entrance through the self-evaluation models identified on the reports and I found that about 30% of schools/schools clusters have adopted the CAF (Common Assessment Framework). This outcome led the research to a new stage which let me illuminate the European’s dimension of the fabrication and diffusion of the public policy of self-evaluation.
Description
Keywords
Autoavaliação Instrumentação Regulação Self-evaluation Tool Regulation
Citation
Ribeiro, C., Cruz, F., Coelho, M., Fragoso, M. (2014). Compreensão na Leitura e Resolução de Problemas de Matemática. In C. Tomás & C. Gonçalves (Org.). VI Encontro do CIED - I Encontro Internacional em Estudos Educacionais. Avaliação: Desafios e Riscos (pp. 434-449). Lisboa: CIED
Publisher
CIED – Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa