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Publication
Avaliação interna de escolas
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 8.52 MB | Adobe PDF | |||
| 2.35 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente estudo, de carácter exploratório e de natureza qualitativo-interpretativa,
baseia-se no princípio de que a Avaliação Interna de Escolas constitui um processo que
visa promover a melhoria da qualidade e da eficácia das escolas, contribuindo para o
seu desenvolvimento como organizações e para o desenvolvimento profissional e
pessoal dos docentes que nele participam.
Assente em concepções teóricas de carácter construtivista e desenvolvimentista, tem
como objectivo principal caracterizar o processo de Avaliação Interna de duas escolas
do 1º Ciclo do Ensino Básico de um Agrupamento de Escolas, através das
representações dos seus intervenientes e da análise documental aos instrumentos de
recolha de dados utilizados nesse processo avaliativo.
Operativamente, pretendemos conhecer os objectivos que fundamentam e norteiam a
realização da Avaliação Interna nesta realidade educativa, conhecer os intervenientes no
processo, identificar os procedimentos avaliativos utilizados, conhecer as dimensões
mais privilegiadas e as mais “ocultadas” e de que forma os resultados da Avaliação
Interna influenciam a tomada de decisões futuras e as suas repercussões na comunidade
educativa.
Os resultados obtidos permitem concluir que o processo de Avaliação Interna estudado
revela possuir qualidade intrínseca e se configura como benéfico para a comunidade
educativa, tendo por base uma perspectiva de constante busca pela melhoria da
qualidade e da eficácia das escolas em questão.
The present study is based on schools self-evaluation, considered as a process that promotes schools quality and effectiveness, contributing for their organizational development as well as for professional and personal development of the teachers involved in it. Based on constructive and developmental conceptions, its purposes are to know the selfevaluation proceedings of two primary schools, through the intervening ones representations and the documentary analyzes of the retraction instruments of data used in this evaluated process. Operatively, we intended to know the reasons that base and guide the accomplishment of self-evaluation in this educative reality, to know the intervening ones on this process, to identify the self-evaluation procedures, to know the most privileged areas in this evaluation and the influence of its results in future educational decisions as well as their repercussions in the community. The results accomplished by this study made possible to conclude that the selfevaluation process in this two schools is based in a perspective of constant search for the improvement of quality and effectiveness of the schools.
The present study is based on schools self-evaluation, considered as a process that promotes schools quality and effectiveness, contributing for their organizational development as well as for professional and personal development of the teachers involved in it. Based on constructive and developmental conceptions, its purposes are to know the selfevaluation proceedings of two primary schools, through the intervening ones representations and the documentary analyzes of the retraction instruments of data used in this evaluated process. Operatively, we intended to know the reasons that base and guide the accomplishment of self-evaluation in this educative reality, to know the intervening ones on this process, to identify the self-evaluation procedures, to know the most privileged areas in this evaluation and the influence of its results in future educational decisions as well as their repercussions in the community. The results accomplished by this study made possible to conclude that the selfevaluation process in this two schools is based in a perspective of constant search for the improvement of quality and effectiveness of the schools.
Description
Dissertação de Mestrado, Supervisão, Especialização em 1.º Ciclo do
Ensino Básico, Faculdade de Ciências Humanas e Sociais, Universidade do Algarve, 2007
Keywords
Supervisão Avaliação Escolas Qualidade Autonomia