Autoavaliação institucional: dimensões políticas e gestão democrática
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/2690 |
Resumo: | The movements and regulatory reforms, especially in the 1990, brought significant changes to the organization and management consequences as the public school, which arise from conceptions or practices of evaluating a given context. Knowledge of assessment methodologies of the school, or the Institutional Self Assessment, can stimulate the management team to work more collectively, participation valuing each and portraying the school as it is, from the point of view of their community. The Municipal School Professor Ali Homsi Salles Cunha in Sao Jose do Rio Preto − SP, created, recreated and effected in the period 1999-2010, a model of institutional selfevaluation itself through questionnaires processed in evaluation reports. In this dissertation, we used the cutout from 2006 to 2009 due to the significant changes that have occurred in this period and that have led to specific changes in the organizational culture of the school. We attempted to place a framework of theoretical and conceptual reference concerning the evaluation and Institutional Self-Evaluation in education and school; define the methodological procedures as presented searched the school and report the construction process of self-evaluation, showing it through analysis of documents, reports and other evaluative Institutional (Political Pedagogical Project, School Plan etc.). To this end, we prepared two broad categories of analysis: social and educational policies and organizational culture and management dimensions. From these categories, we created others with timely information for this investigation. Analyzed as before and after school was to establish annually the Evaluative Report and found that the changes in its organizational culture to have a democratic management. The methodology used was to work with questionnaire responses from parents/family segment and the evaluative reports collectively built the cutout of four years (2006- 2009). It was concluded that the self-assessments, developed, implemented and analyzed collectively by the institution, become facilitators tools to streamline diagnostics and troubleshooting, taking into account participation in the establishment of a democratic management process. |
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Montemór, Maria LúciaLuiz, Maria Cecíliahttp://lattes.cnpq.br/7425361719028650http://lattes.cnpq.br/04265054291670672016-06-02T19:39:39Z2013-12-122016-06-02T19:39:39Z2013-10-30MONTEMÓR, Maria Lúcia. Autoavaliação institucional: dimensões políticas e gestão democrática. 2013. 121 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2013.https://repositorio.ufscar.br/handle/ufscar/2690The movements and regulatory reforms, especially in the 1990, brought significant changes to the organization and management consequences as the public school, which arise from conceptions or practices of evaluating a given context. Knowledge of assessment methodologies of the school, or the Institutional Self Assessment, can stimulate the management team to work more collectively, participation valuing each and portraying the school as it is, from the point of view of their community. The Municipal School Professor Ali Homsi Salles Cunha in Sao Jose do Rio Preto − SP, created, recreated and effected in the period 1999-2010, a model of institutional selfevaluation itself through questionnaires processed in evaluation reports. In this dissertation, we used the cutout from 2006 to 2009 due to the significant changes that have occurred in this period and that have led to specific changes in the organizational culture of the school. We attempted to place a framework of theoretical and conceptual reference concerning the evaluation and Institutional Self-Evaluation in education and school; define the methodological procedures as presented searched the school and report the construction process of self-evaluation, showing it through analysis of documents, reports and other evaluative Institutional (Political Pedagogical Project, School Plan etc.). To this end, we prepared two broad categories of analysis: social and educational policies and organizational culture and management dimensions. From these categories, we created others with timely information for this investigation. Analyzed as before and after school was to establish annually the Evaluative Report and found that the changes in its organizational culture to have a democratic management. The methodology used was to work with questionnaire responses from parents/family segment and the evaluative reports collectively built the cutout of four years (2006- 2009). It was concluded that the self-assessments, developed, implemented and analyzed collectively by the institution, become facilitators tools to streamline diagnostics and troubleshooting, taking into account participation in the establishment of a democratic management process.Os movimentos e as reformas regulatórias, especialmente da década de 1990, trouxeram consequências significativas à organização e gestão da escola pública, as quais são decorrentes de concepções ou práticas de avaliação de um determinado contexto. O conhecimento de metodologias avaliativas da instituição escolar, ou da Autoavaliação Institucional, pode estimular a equipe gestora a trabalhar de forma mais coletiva, valorizando a participação de todos e retratando a escola tal como ela é, sob o ponto de vista de sua comunidade. A Escola Municipal Professora Aparecida Homsi Salles Cunha , em São José do Rio Preto − SP, criou, recriou e efetivou, no período de 1999 a 2010, um modelo de Autoavaliação Institucional próprio por meio de questionários transformados em Relatórios Avaliativos. Nesta dissertação, utilizou-se o recorte de 2006 a 2009, devido às mudanças significativas que ocorreram neste período e que propiciaram alterações pontuais na cultura organizacional da escola. Buscou-se situar um marco de referência teórico-conceitual a respeito da avaliação e Autoavaliação Institucional na educação e na escola; definir os procedimentos metodológicos em que se apresenta a escola pesquisada e relatar o processo de construção da Autoavaliação, evidenciando-a por meio de análises de documentos, Relatórios Avaliativos Institucionais e outros (Projeto Político Pedagógico, Plano Escolar etc.). Para tanto, elaborou-se duas grandes categorias de análise: dimensões sociais e políticas e gestão escolar e cultura organizacional. A partir destas categorias, criou-se outras com informações oportunas para esta investigação. Analisou-se como a escola estava antes e depois de constituir, anualmente, o Relatório Avaliativo e constatou-se as alterações em sua cultura organizacional para se possuir uma gestão democrática. A metodologia utilizada foi: trabalhar com as respostas dos questionários do segmento pais/familiares e com os Relatórios Avaliativos construídos coletivamente no recorte de quatro anos (2006-2009). Concluiu-se que as Autoavaliações, elaboradas, aplicadas e analisadas de forma coletiva pela instituição, tornaram-se instrumentos facilitadores para agilizar diagnósticos e solucionar problemas, levando em conta a participação no processo de constituição de uma gestão democrática.application/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarBRAvaliação institucionalCultura organizacionalGestão democráticaEducação básicaPolíticas públicasCIENCIAS HUMANAS::EDUCACAOAutoavaliação institucional: dimensões políticas e gestão democráticainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL5620.pdfapplication/pdf730307https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/2690/1/5620.pdf22227b9efd1e3da45ea8f5847e20794aMD51TEXT5620.pdf.txt5620.pdf.txtExtracted texttext/plain0https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/2690/2/5620.pdf.txtd41d8cd98f00b204e9800998ecf8427eMD52THUMBNAIL5620.pdf.jpg5620.pdf.jpgIM Thumbnailimage/jpeg5847https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/2690/3/5620.pdf.jpg34be338562462b5da9bace8b61c9722eMD53ufscar/26902019-09-11 04:09:06.774oai:repositorio.ufscar.br:ufscar/2690Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222019-09-11T04:09:06Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Autoavaliação institucional: dimensões políticas e gestão democrática |
title |
Autoavaliação institucional: dimensões políticas e gestão democrática |
spellingShingle |
Autoavaliação institucional: dimensões políticas e gestão democrática Montemór, Maria Lúcia Avaliação institucional Cultura organizacional Gestão democrática Educação básica Políticas públicas CIENCIAS HUMANAS::EDUCACAO |
title_short |
Autoavaliação institucional: dimensões políticas e gestão democrática |
title_full |
Autoavaliação institucional: dimensões políticas e gestão democrática |
title_fullStr |
Autoavaliação institucional: dimensões políticas e gestão democrática |
title_full_unstemmed |
Autoavaliação institucional: dimensões políticas e gestão democrática |
title_sort |
Autoavaliação institucional: dimensões políticas e gestão democrática |
author |
Montemór, Maria Lúcia |
author_facet |
Montemór, Maria Lúcia |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/0426505429167067 |
dc.contributor.author.fl_str_mv |
Montemór, Maria Lúcia |
dc.contributor.advisor1.fl_str_mv |
Luiz, Maria Cecília |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7425361719028650 |
contributor_str_mv |
Luiz, Maria Cecília |
dc.subject.por.fl_str_mv |
Avaliação institucional Cultura organizacional Gestão democrática Educação básica Políticas públicas |
topic |
Avaliação institucional Cultura organizacional Gestão democrática Educação básica Políticas públicas CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The movements and regulatory reforms, especially in the 1990, brought significant changes to the organization and management consequences as the public school, which arise from conceptions or practices of evaluating a given context. Knowledge of assessment methodologies of the school, or the Institutional Self Assessment, can stimulate the management team to work more collectively, participation valuing each and portraying the school as it is, from the point of view of their community. The Municipal School Professor Ali Homsi Salles Cunha in Sao Jose do Rio Preto − SP, created, recreated and effected in the period 1999-2010, a model of institutional selfevaluation itself through questionnaires processed in evaluation reports. In this dissertation, we used the cutout from 2006 to 2009 due to the significant changes that have occurred in this period and that have led to specific changes in the organizational culture of the school. We attempted to place a framework of theoretical and conceptual reference concerning the evaluation and Institutional Self-Evaluation in education and school; define the methodological procedures as presented searched the school and report the construction process of self-evaluation, showing it through analysis of documents, reports and other evaluative Institutional (Political Pedagogical Project, School Plan etc.). To this end, we prepared two broad categories of analysis: social and educational policies and organizational culture and management dimensions. From these categories, we created others with timely information for this investigation. Analyzed as before and after school was to establish annually the Evaluative Report and found that the changes in its organizational culture to have a democratic management. The methodology used was to work with questionnaire responses from parents/family segment and the evaluative reports collectively built the cutout of four years (2006- 2009). It was concluded that the self-assessments, developed, implemented and analyzed collectively by the institution, become facilitators tools to streamline diagnostics and troubleshooting, taking into account participation in the establishment of a democratic management process. |
publishDate |
2013 |
dc.date.available.fl_str_mv |
2013-12-12 2016-06-02T19:39:39Z |
dc.date.issued.fl_str_mv |
2013-10-30 |
dc.date.accessioned.fl_str_mv |
2016-06-02T19:39:39Z |
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info:eu-repo/semantics/publishedVersion |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
MONTEMÓR, Maria Lúcia. Autoavaliação institucional: dimensões políticas e gestão democrática. 2013. 121 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2013. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/2690 |
identifier_str_mv |
MONTEMÓR, Maria Lúcia. Autoavaliação institucional: dimensões políticas e gestão democrática. 2013. 121 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2013. |
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https://repositorio.ufscar.br/handle/ufscar/2690 |
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Universidade Federal de São Carlos |
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