Atividade inspetiva em educação: representações de professores e inspetores
Ficheiros
Data
2014-08-28
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Partindo do pressuposto assumido pela Inspeção Geral da Educação e Ciência de que a ação inspetiva e a sua intervenção nas escolas do 1º Ciclo permitirão um aperfeiçoamento da qualidade do serviço prestado e que a clareza das expectativas dos professores é essencial para a conquista e consecução dos procedimentos metodológicos a desenvolver pelos inspetores, este estudo empírico objetiva analisar as representações dos professores do 1º Ciclo e dos inspetores da educação acerca do modo de atuação e consecução dos objetivos a que se propõem os segundos, aquando o desenrolar das atividades dos programas de acompanhamento.
O estudo adotou uma metodologia qualitativa, tendo sido usados como instrumentos de recolha de dados questionários, entrevistas semiestruturadas e análise de documentos. Participaram na investigação dezasseis professores do ensino primário com funções na mesma escola, mais três professores entrevistados (complementando as informações recolhidas por questionário) e quatro inspetores da educação também eles entrevistados.
Os resultados da investigação evidenciam o grau de concordância e discordância em relação ao papel da IGEC, mais concretamente em relação à importância e eficiência das atividades dos programas de acompanhamento, criados com o objetivo de observar e acompanhar a ação educativa desenvolvida pelas escolas e pelos agrupamentos de escolas, de modo a obter um melhor conhecimento dos processos de implementação das medidas de política educativa.
Assumindo as diferentes funções da IGEC, os professores apenas apontam como principal impacto do trabalho inspetivo a melhoria do funcionamento das escolas, não lhes identificando nenhuma competência no que ao processo pedagógico respeita. Lamentam a inexistência da ação de acompanhamento mais voltada para a pedagogia, alegando a sua importância na procura de soluções para os problemas das escolas e na melhoria do processo educativo.
Apesar disso, os receios e inseguranças apresentadas não lhes permitem, perspetivar uma ação de observação e acompanhamento individuais em contexto de sala de aula. Os esforços registados por parte dos atores inspetivos na procura de uma relação colaborativa com as escolas e professores parecem ainda não ser notados por todos os professores ao afirmarem sentirem ansiedade e alguma preocupação quando por eles visitados.
Based on the belief that the inspection action and its intervention in primary schools will allow an improvement of the quality of the service provided and that the clarity of teachers’ expectations is essential for the achievement and attainment of methodological procedures to be developed by inspectors, this empiric study has as a main aim to analyze the primary teachers’ and education inspectors’ representations of the form of action and achieving of the aims which the latter propose, when developing the activities of the monitoring programs. The study adopted a qualitative methodology, using a collection of questionnaires, semi-structured interviews and document analysis as data tools. Sixteen primary teachers with functions in the same school participated in the investigation, three more teachers were interviewed (complementing the information collected by the questionnaire) and four education inspectors were also interviewed. The investigation’s results show the degree of agreement and disagreement regarding the role of IGEC, specifically relating the importance and efficiency of the monitoring programs’ activities, created with the aim of observing and monitoring educational activities developed by schools and groups of schools, in order to obtain a better understanding of the implementation processes for educational policy measures. Assuming the different functions of IGEC, teachers only identify the improvement of the functioning of the schools as the main impact of the work inspective, not identifying any jurisdiction with regards to the educational process. They deplore the lack of follow up action which would be more focused on pedagogy, arguing its importance in the search for solutions to the school problems and in improving the educational process. Nevertheless, the fears and insecurities presented do not allow them to have perspective about an observation action and individual monitoring in the classroom context. The efforts which were registered by the inspectors in the search of a collaborative relationship with schools and teachers still do not seem to be noticed by all teachers as they affirm feeling some anxiety and concern when visited by an inspection team.
Based on the belief that the inspection action and its intervention in primary schools will allow an improvement of the quality of the service provided and that the clarity of teachers’ expectations is essential for the achievement and attainment of methodological procedures to be developed by inspectors, this empiric study has as a main aim to analyze the primary teachers’ and education inspectors’ representations of the form of action and achieving of the aims which the latter propose, when developing the activities of the monitoring programs. The study adopted a qualitative methodology, using a collection of questionnaires, semi-structured interviews and document analysis as data tools. Sixteen primary teachers with functions in the same school participated in the investigation, three more teachers were interviewed (complementing the information collected by the questionnaire) and four education inspectors were also interviewed. The investigation’s results show the degree of agreement and disagreement regarding the role of IGEC, specifically relating the importance and efficiency of the monitoring programs’ activities, created with the aim of observing and monitoring educational activities developed by schools and groups of schools, in order to obtain a better understanding of the implementation processes for educational policy measures. Assuming the different functions of IGEC, teachers only identify the improvement of the functioning of the schools as the main impact of the work inspective, not identifying any jurisdiction with regards to the educational process. They deplore the lack of follow up action which would be more focused on pedagogy, arguing its importance in the search for solutions to the school problems and in improving the educational process. Nevertheless, the fears and insecurities presented do not allow them to have perspective about an observation action and individual monitoring in the classroom context. The efforts which were registered by the inspectors in the search of a collaborative relationship with schools and teachers still do not seem to be noticed by all teachers as they affirm feeling some anxiety and concern when visited by an inspection team.
Descrição
Dissertação de Mestrado em Ciências da Educação, Administração Educacional
Palavras-chave
Educação , Qualidade , Inspeção em educação , Programas de acompanhamento