A autoavaliação da organização escolar: processo formal ou transformador?
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2016
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Nos últimos anos, a autoavaliação das escolas têm vindo a ganhar grande centralidade, acompanhando o protagonismo que a avaliação das organizações públicas e privadas tem adquirido enquanto linha de força da New Public Management e do referencial de governança educacional.
A autoavaliação institucional, que a Lei n.º 31/2002 preconiza enquanto processo “obrigatório” a desenvolver “em permanência” (artigos 5.º e 6.º), pode assumir diferentes pendores, fazendo-se depender das intencionalidades que encerra e dos quadros ideológicos que a suportam.
Assim, se por um lado, a autoavaliação pode assumir os valores democráticos da autonomia e do empowerment coletivo, constituindo-se como instrumento de aprendizagem organizacional e de elaboração do sentido da ação dos atores que na escola participam, por outro lado, em contexto de expansão de um paradigma de gestão neoliberal, o processo de autoavaliação pode ser visto como instrumento de apoio à gestão, uma prestação de contas penalizadora ou um exercício de controlo de um Estado metarregulador.
Nos trilhos possíveis da autoavaliação das organizações educativas, pretendeu-se perscrutar a forma como os atores locais se apropriam das decisões centrais, como as incorporam e potenciam ou como as ritualizam e subvertem.
O trabalho desenvolvido envolveu um estudo quantitativo, com recurso à aplicação de um questionário, cujo processo, aprovado pelo MIME, com registo n.º 0428100002, permitiu constituir 145 unidades de análise estatisticamente válidas. Neste âmbito, é um estudo descritivo, exploratório, inferencial e correlacional.
Em concomitância, desenvolvemos um estudo qualitativo, inscrito no paradigma interpretativo da investigação, com recolha das ações discursivas de 16 docentes em sede de entrevista semiestruturada. Nesta vertente, tratou-se de um estudo naturalista, qualitativo e idiográfico.
A análise e interpretação das representações dos participantes permitiu-nos apurar um processo de autoavaliação que se concretiza, em larga medida, em direta observância ao plano das orientações para ação, constatando-se que a cultura de avaliação induzida pela tutela, redunda, para a generalidade dos docentes, num processo burocrático a exigir uma resposta contínua de adaptação formal, facilitada por um referencial construído externamente, essencialmente prescritivo e, neste sentido, mais do foro dos órgãos de gestão e da equipa responsável por esta matéria.
Assim, a realidade organizacional que as respostas dos atores educativos subsidiaram revelou o quanto o agrupamento tem sido induzido a aderir a um paradigma educacional no qual o processo de autoavaliação adquire a perspetiva de instrumento de gestão interna, galvanizado por exigências externas, a demandarem respostas prontas, rápidas e eficientes, sob pena de perda de competitividade e de sustentabilidade.
Dispensado um debate alargado e participado, obstaculizante a uma autoavaliação eficaz e eficiente, percebe-se que o processo não envolve significativamente a comunidade educativa, deixando cair o seu potencial gerador de mudança, face a uma perspetiva instrumental e instrumentalizadora que o mesmo adquire, razão pela qual, aventamos, não foi ainda encontrado o caminho de uma autoavaliação transformadora, construtora de conhecimento, percursora de desenvolvimento e de melhoria do sucesso educativo.
In recent years, self-evaluation of schools have achieved great importance, concerning the major role that public and private organizations´ evaluation have acquired as a main stream of the New Public Management and educational governance´s referential. Since institutional self-assessment of schools was implemented by Law nº 31/ 2002, requiring a process to develop "permanently" (articles 5º and 6º), it´s consolidation have been assuming different perspectives, depending on the undertaken intentions and supporting ideological frameworks. Considering the previous aspects, self-assessment of schools can embrace democratic values of autonomy and collective empowerment and therefore become an organization’s learning instrument capable of accomplishing significance actors’ action or, on the other hand, regarding an expansion of neoliberal management paradigm, self-assessment process can be seen as a management support instrument, a partial form of accountability or a meta regulator State´s control mechanism. The multiple possibilities for schools´ self-evaluation development demand an approach to the enunciated phenomena in order to get a better understanding and interpretation of the way how local stakeholders take ownership of the central decisions, how they incorporate and improve them or how they ritualize and subvert those upper decisions. This work accomplished a quantitative study, applying a questionnaire for data assortment, approved by MIME, with registration No. 0428100002, in a process that involved 145 statistically valid analysis units. In this context, it is a descriptive, exploratory, inferential and correlational research. Concurrently, we have developed a qualitative study, integrated in the interpretative paradigm of research. Data was collected from 16 teachers´ discursive actions using semi-structured interview method. Concerning this, it was a naturalistic, qualitative and idiographic study. From the analysis and interpretation of participants´ representations we could infer a self-assessment process that is mainly realized, in direct compliance with the legal-normalized plan. So, the evaluation culture preconized by the law, redounds, to the generality teachers, in a bureaucratic process requiring a formal adapted response that is facilitated by a framework built externally, essentially prescriptive and, in this case, it´s a management organs´ concern. Therefore, the organization’s reality subsidized by educational actors´ answers revealed how much the school has been induced to absorb an educational paradigm endorsing the self- assessment process to an internal management instrument perspective, galvanized by external requirements, demanding ready, fast and efficient answers, on pain of loss of competitiveness and sustainability. Waived a broad and participating debate, assumed as an obstacle to effective and efficient procedure, the institutional self-assessment does not significantly involve the educational community, minimizing its potential of change, due to an instrumental perspective this process acquires and, if so, we would say that this organizational phenomena has not found the path of a transformative self-assessment yet and it is for now unable of knowledge achievement, institutional development and educational success improvement.
In recent years, self-evaluation of schools have achieved great importance, concerning the major role that public and private organizations´ evaluation have acquired as a main stream of the New Public Management and educational governance´s referential. Since institutional self-assessment of schools was implemented by Law nº 31/ 2002, requiring a process to develop "permanently" (articles 5º and 6º), it´s consolidation have been assuming different perspectives, depending on the undertaken intentions and supporting ideological frameworks. Considering the previous aspects, self-assessment of schools can embrace democratic values of autonomy and collective empowerment and therefore become an organization’s learning instrument capable of accomplishing significance actors’ action or, on the other hand, regarding an expansion of neoliberal management paradigm, self-assessment process can be seen as a management support instrument, a partial form of accountability or a meta regulator State´s control mechanism. The multiple possibilities for schools´ self-evaluation development demand an approach to the enunciated phenomena in order to get a better understanding and interpretation of the way how local stakeholders take ownership of the central decisions, how they incorporate and improve them or how they ritualize and subvert those upper decisions. This work accomplished a quantitative study, applying a questionnaire for data assortment, approved by MIME, with registration No. 0428100002, in a process that involved 145 statistically valid analysis units. In this context, it is a descriptive, exploratory, inferential and correlational research. Concurrently, we have developed a qualitative study, integrated in the interpretative paradigm of research. Data was collected from 16 teachers´ discursive actions using semi-structured interview method. Concerning this, it was a naturalistic, qualitative and idiographic study. From the analysis and interpretation of participants´ representations we could infer a self-assessment process that is mainly realized, in direct compliance with the legal-normalized plan. So, the evaluation culture preconized by the law, redounds, to the generality teachers, in a bureaucratic process requiring a formal adapted response that is facilitated by a framework built externally, essentially prescriptive and, in this case, it´s a management organs´ concern. Therefore, the organization’s reality subsidized by educational actors´ answers revealed how much the school has been induced to absorb an educational paradigm endorsing the self- assessment process to an internal management instrument perspective, galvanized by external requirements, demanding ready, fast and efficient answers, on pain of loss of competitiveness and sustainability. Waived a broad and participating debate, assumed as an obstacle to effective and efficient procedure, the institutional self-assessment does not significantly involve the educational community, minimizing its potential of change, due to an instrumental perspective this process acquires and, if so, we would say that this organizational phenomena has not found the path of a transformative self-assessment yet and it is for now unable of knowledge achievement, institutional development and educational success improvement.
Descrição
Dissertação de Mestrado em Ciências de Educação, Especialização em Administração Educacional
Palavras-chave
Escolas , Autoavaliação , Política educativa , Burocracia , Modelo de gestão