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Publication
A centralidade da avaliação de escolas no processo de melhoria das organizações escolares
Advisor(s)
Abstract(s)
Este estudo aborda a centralidade da avaliação das escolas nas políticas educativas
na Região Autónoma da Madeira, onde se desenvolveu o estudo, destacando o seu
impacto nos processos de melhoria nas aprendizagens, bem como na organização escolar.
Partindo da problemática de investigação: Qual a relação existente entre a autoavaliação
da escola e a melhoria da organização escolar?, desenhamos três questões de
investigação e respetivos objetivos que nortearam a pesquisa, com destaque para as ações
desenvolvidas: 1) pela organização escolar em função dos objetivos e metas do seu
Projeto Educativo, no âmbito da autonomia escolar; 2) pela Equipa de Autoavaliação de
Escola, tendo em mente os eixos do Modelo de Aferição da Qualidade do Sistema
Educativo Regional; 3) pelos professores e lideranças escolares, no que diz respeito ao
processo de melhoria do ensino/aprendizagens e da organização escolar.
A investigação destaca o contributo da autoavaliação das escolas, evidenciando-a
como ferramenta fundamental e impulsionadora da melhoria contínua das práticas
pedagógicas, organizacionais e resultados escolares, sendo que a equipa de autoavaliação
garante a continuidade do processo e a eficácia das medidas executadas. Os docentes e as
lideranças escolares surgem como agentes fundamentais neste processo, destacando-se a
importância da sua ação na operacionalização do Projeto Educativo, documento
estratégico, sobre o qual assentam as práticas e o processo de autoavaliação das escolas.
Esta tese assenta num paradigma misto de investigação, combinando as
abordagens quantitativas e qualitativas. O estudo de caso foi o método de investigação
eleito, tendo sido aplicados questionários e realizadas entrevistas a diferentes sujeitos de
investigação. Procedemos à interpretação dos dados através da análise estatística
descritiva e análise de conteúdo, permitindo construir uma análise interpretativa mais
profunda e contextualizada das práticas da organização escolar.
This study focuses on the centrality of school evaluation in educational policies in the Autonomous Region of Madeira, where the study was developed, underlining its impact on the improvement of students’ learning as well as school practices. With the research problem: What is the relationship between school self-assessment and the improvement of school organization? in mind we developed three research questions and their objectives as guidelines focusing on the actions: 1) undertaken by the school in line with the objectives and goals of its Educational Project, within the framework of school autonomy; 2) carried out by the School Self-Evaluation Team, considering the Quality Assessment Model of the Regional Educational System, which contributed to the improvement of teaching and the school organization; and 3) teachers’ and school leaders’ actions regarding the improvement of teaching and the school organization. The research emphasizes the contribution of school self-assessment, emphasizing it as a fundamental tool that drives the continuous improvement of pedagogical practices, organizational processes, and academic outcomes, with the self-evaluation team ensuring the continuity and effectiveness of implemented measures. Teachers and school leaders emerge as crucial agents in this process, underlining the importance of their role in operationalizing the Educational Project, a strategic document that supports the school self-assessment process. This thesis is based on a mixed research paradigm, combining quantitative and qualitative approaches. We choose the case study as the method and applied questionnaires and conducted interviews with different research subjects. Data analysis was performed through descriptive statistical analysis and content analysis, enabling a deeper and more contextualized interpretative analysis of the school organization’s practices.
This study focuses on the centrality of school evaluation in educational policies in the Autonomous Region of Madeira, where the study was developed, underlining its impact on the improvement of students’ learning as well as school practices. With the research problem: What is the relationship between school self-assessment and the improvement of school organization? in mind we developed three research questions and their objectives as guidelines focusing on the actions: 1) undertaken by the school in line with the objectives and goals of its Educational Project, within the framework of school autonomy; 2) carried out by the School Self-Evaluation Team, considering the Quality Assessment Model of the Regional Educational System, which contributed to the improvement of teaching and the school organization; and 3) teachers’ and school leaders’ actions regarding the improvement of teaching and the school organization. The research emphasizes the contribution of school self-assessment, emphasizing it as a fundamental tool that drives the continuous improvement of pedagogical practices, organizational processes, and academic outcomes, with the self-evaluation team ensuring the continuity and effectiveness of implemented measures. Teachers and school leaders emerge as crucial agents in this process, underlining the importance of their role in operationalizing the Educational Project, a strategic document that supports the school self-assessment process. This thesis is based on a mixed research paradigm, combining quantitative and qualitative approaches. We choose the case study as the method and applied questionnaires and conducted interviews with different research subjects. Data analysis was performed through descriptive statistical analysis and content analysis, enabling a deeper and more contextualized interpretative analysis of the school organization’s practices.
Description
Keywords
Avaliação das escolas Equipa de autoavaliação de escola Projeto educativo Melhoria das organizações escolares Estudo de caso School evaluation School self-evaluation team Educational project School organization improvement Case study urrículo e Inovação Pedagógica . Faculdade de Ciências Sociais