Auto-avaliação de escolas: processo construído coletivamente nas instituições escolares
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/10003 |
Resumo: | Different perspectives on the evaluation of schools have of late been the object of analysis and debate in Brazil as in so many other countries. The focus in this case is the school and the process of evaluation it undergoes both internally and externally. Taking into account that the internal evaluation of schools, as a collective process, does not yet constitute a standard practice in most schools, and considering in addition that scientific literature on this theme is still scarce, especially in Brazil, the aim of this research is to organize a significant and effective process of institutional self-evaluation in elementary schools. The point which is addressed is how to work out a process of institutional self-evaluation in elementary schools, by means of concepts, procedures and innovative analytical tools, and with the ultimate aim of achieving institutional development.The subjects of the research are teachers, school employees and parents belonging to a public school in the state of Paraná which provides basic education at the levels of what is known in Brazil as Educação Básica and Ensino Fundamental.The first chapter discusses the theoretical foundations of educational evaluation, pointing out the centrality of this issue in our days: the consequences of the presence of the state as an evaluator, as well as the relations involving school, curriculum and evaluation.In order to deepen the understanding of the conceptions of educational evaluation in relation to the social, political and economic contexts, chapter two investigates the evolution of the conceptions of evaluation, the epistemological areas in which the investigations on evaluation are developed, and the importance of coherence in the development of school evaluation.Chapter three develops a reflection on the theoretical and practical assumptions which underly the process of school self-evaluation, as a result of a joint enterprise and chapter four outlines the methodological procedure, which is called pesquisa-ação institucional (institutional research-action) as well as the procedures involving the documental analysis, the research record, the focal group and the questionnaire.In order to obtain the answers to the closed questions in the questionnaire, the data were tabulated and organized in tables and graphs. The answers to the open questions and to the transcribed discussions of the focal groups were based on the software Qualiquantisoft, a program developed for the methodological procedure Discurso do Sujeito Coletivo DSC (Discourse of the Collective Subject), which enabled the construction of a series of discurse syntheses that make up chapter five. Presented and analyzed in the light of the theoretical framework, these pieces of discourse contribute to the apprehension of the meaning which teachers, parents, students and school employees attribute to the educative actions in the process of school evaluation, creating, in this sense, a colective construction of knowledge concerning self-evaluation. Finally, the research confirms that self-evaluation can be carried out collectively in schools when it is developed in a dialectic-critical fashion, by people belonging to the school community. It is believed, on the one hand, that this research will contribute to rendering explicit the complexity involved in the construction of a process of self-evaluation in schools, and on the other, that it will be able point to new ways for constructing a new culture in school evaluation, capable achieving both professional and institutional development: school self-evaluation as a collective process inside the schools themselves |
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Cappelletti, Isabel Franchihttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777602A6Brandalise, Mary Ângela Teixeira2016-04-27T14:32:02Z2007-11-052007-08-13Brandalise, Mary Ângela Teixeira. Auto-avaliação de escolas: processo construído coletivamente nas instituições escolares. 2007. 213 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2007.https://tede2.pucsp.br/handle/handle/10003Different perspectives on the evaluation of schools have of late been the object of analysis and debate in Brazil as in so many other countries. The focus in this case is the school and the process of evaluation it undergoes both internally and externally. Taking into account that the internal evaluation of schools, as a collective process, does not yet constitute a standard practice in most schools, and considering in addition that scientific literature on this theme is still scarce, especially in Brazil, the aim of this research is to organize a significant and effective process of institutional self-evaluation in elementary schools. The point which is addressed is how to work out a process of institutional self-evaluation in elementary schools, by means of concepts, procedures and innovative analytical tools, and with the ultimate aim of achieving institutional development.The subjects of the research are teachers, school employees and parents belonging to a public school in the state of Paraná which provides basic education at the levels of what is known in Brazil as Educação Básica and Ensino Fundamental.The first chapter discusses the theoretical foundations of educational evaluation, pointing out the centrality of this issue in our days: the consequences of the presence of the state as an evaluator, as well as the relations involving school, curriculum and evaluation.In order to deepen the understanding of the conceptions of educational evaluation in relation to the social, political and economic contexts, chapter two investigates the evolution of the conceptions of evaluation, the epistemological areas in which the investigations on evaluation are developed, and the importance of coherence in the development of school evaluation.Chapter three develops a reflection on the theoretical and practical assumptions which underly the process of school self-evaluation, as a result of a joint enterprise and chapter four outlines the methodological procedure, which is called pesquisa-ação institucional (institutional research-action) as well as the procedures involving the documental analysis, the research record, the focal group and the questionnaire.In order to obtain the answers to the closed questions in the questionnaire, the data were tabulated and organized in tables and graphs. The answers to the open questions and to the transcribed discussions of the focal groups were based on the software Qualiquantisoft, a program developed for the methodological procedure Discurso do Sujeito Coletivo DSC (Discourse of the Collective Subject), which enabled the construction of a series of discurse syntheses that make up chapter five. Presented and analyzed in the light of the theoretical framework, these pieces of discourse contribute to the apprehension of the meaning which teachers, parents, students and school employees attribute to the educative actions in the process of school evaluation, creating, in this sense, a colective construction of knowledge concerning self-evaluation. Finally, the research confirms that self-evaluation can be carried out collectively in schools when it is developed in a dialectic-critical fashion, by people belonging to the school community. It is believed, on the one hand, that this research will contribute to rendering explicit the complexity involved in the construction of a process of self-evaluation in schools, and on the other, that it will be able point to new ways for constructing a new culture in school evaluation, capable achieving both professional and institutional development: school self-evaluation as a collective process inside the schools themselvesDiferentes perspectivas sobre a avaliação das instituições escolares vêm sendo analisadas e debatidas tanto no contexto brasileiro como no plano internacional. Trata-se de utilizar como objeto de estudo a escola e a avaliação que nela e dela se faz. Partindo-se da premissa que a avaliação interna da escola como processo coletivo não constitui ainda uma prática na grande maioria das instituições escolares e que é escassa a produção científica sobre essa problemática, em especial na literatura brasileira, propôs-se esta pesquisa, cujo propósito é construir um processo de auto-avaliação institucional significativa e efetiva para a escola básica. Procura-se responder à seguinte questão norteadora: como construir um processo de autoavaliação institucional na escola básica, disponibilizando-se conceitos, procedimentos e instrumentos analíticos inovadores e voltados ao desenvolvimento institucional? A pesquisa teve como espaço/sujeitos da investigação professores, funcionários e pais de uma escola que oferta a Educação Básica, nas modalidades de Educação Infantil e Ensino Fundamental, localizada em município paranaense. O primeiro capítulo traz a fundamentação teórica sobre avaliação educacional, abordando a centralidade da discussão na contemporaneidade: a presença do Estado Avaliador e suas conseqüências, e as relações entre escola, currículo e avaliação. Para aprofundar o entendimento das concepções de avaliação educacional e suas relações com os contextos sociais, políticos e econômicos, aborda-se no segundo capítulo a evolução das concepções de avaliação, os espaços epistemológicos nos quais as investigações avaliativas se assentam e a importância da coerência no desenvolvimento da avaliação da e na escola. No terceiro capítulo reflete-se sobre os pressupostos teórico-práticos de um processo de auto-avaliação da escola construído coletivamente. A pesquisa-ação institucional, opção metodológica adotada, e os procedimentos da análise documental, do diário de pesquisa, do grupo focal e o questionário compõem o quarto capítulo. Para a apresentação das respostas das questões fechadas dos questionários, os dados foram tabulados e organizados em tabelas e gráficos. As respostas das questões abertas e das discussões transcritas dos grupos focais basearam-se no software qualiquantisoft, programa desenvolvido para o procedimento metodológico do Discurso do Sujeito Coletivo DSC, que possibilitou a construção de uma série de discursos sínteses que compõem o quinto capítulo. Apresentados e analisados à luz do referencial teórico, tais discursos contribuem para a apreensão dos sentidos que os professores, pais, alunos e funcionários conferem às ações educativas ao avaliarem a escola, possibilitando assim a construção coletiva de um conhecimento acerca da auto-avaliação. Finalmente, a pesquisa confirma que a auto-avaliação pode ser desenvolvida coletivamente nas instituições escolares, desde que assentada numa postura dialético-crítica, tendo pessoas da comunidade escolar como sujeitos dessa ação. Por um lado, acredita-se que o trabalho poderá contribuir para explicitar a complexidade que envolve a construção de um processo de autoavaliação da escola; por outro, que ele permitirá apontar caminhos para a construção de uma nova cultura de avaliação nos espaços escolares, capaz de viabilizar tanto o desenvolvimento profissional quanto o institucional: a autoavaliação da escola como processo construído coletivamente nas instituições escolaresCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/23010/Mary%20Angela%20Teixeira%20Brandalie.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBREducaçãoAuto-avaliação de escolasDesenvolvimento institucionalGrupo focalAvaliacao educacionalEscolas -- Organizacao e administracao -- AvaliacaoEducational evaluationSelf-evaluation in schoolsInstitutional developmentFocal groupCNPQ::CIENCIAS HUMANAS::EDUCACAOAuto-avaliação de escolas: processo construído coletivamente nas instituições escolaresinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMary Angela Teixeira Brandalie.pdf.txtMary Angela Teixeira Brandalie.pdf.txtExtracted texttext/plain527326https://repositorio.pucsp.br/xmlui/bitstream/handle/10003/3/Mary%20Angela%20Teixeira%20Brandalie.pdf.txt29bd1a09ae9687439105559cbd190cf7MD53ORIGINALMary Angela Teixeira Brandalie.pdfapplication/pdf799995https://repositorio.pucsp.br/xmlui/bitstream/handle/10003/1/Mary%20Angela%20Teixeira%20Brandalie.pdfef7fefc70d0aa96e41034e32bb4faacdMD51THUMBNAILMary Angela Teixeira Brandalie.pdf.jpgMary Angela Teixeira Brandalie.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/10003/2/Mary%20Angela%20Teixeira%20Brandalie.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/100032022-04-27 09:35:36.403oai:repositorio.pucsp.br:handle/10003Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T12:35:36Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Auto-avaliação de escolas: processo construído coletivamente nas instituições escolares |
title |
Auto-avaliação de escolas: processo construído coletivamente nas instituições escolares |
spellingShingle |
Auto-avaliação de escolas: processo construído coletivamente nas instituições escolares Brandalise, Mary Ângela Teixeira Auto-avaliação de escolas Desenvolvimento institucional Grupo focal Avaliacao educacional Escolas -- Organizacao e administracao -- Avaliacao Educational evaluation Self-evaluation in schools Institutional development Focal group CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Auto-avaliação de escolas: processo construído coletivamente nas instituições escolares |
title_full |
Auto-avaliação de escolas: processo construído coletivamente nas instituições escolares |
title_fullStr |
Auto-avaliação de escolas: processo construído coletivamente nas instituições escolares |
title_full_unstemmed |
Auto-avaliação de escolas: processo construído coletivamente nas instituições escolares |
title_sort |
Auto-avaliação de escolas: processo construído coletivamente nas instituições escolares |
author |
Brandalise, Mary Ângela Teixeira |
author_facet |
Brandalise, Mary Ângela Teixeira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cappelletti, Isabel Franchi |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777602A6 |
dc.contributor.author.fl_str_mv |
Brandalise, Mary Ângela Teixeira |
contributor_str_mv |
Cappelletti, Isabel Franchi |
dc.subject.por.fl_str_mv |
Auto-avaliação de escolas Desenvolvimento institucional Grupo focal Avaliacao educacional Escolas -- Organizacao e administracao -- Avaliacao |
topic |
Auto-avaliação de escolas Desenvolvimento institucional Grupo focal Avaliacao educacional Escolas -- Organizacao e administracao -- Avaliacao Educational evaluation Self-evaluation in schools Institutional development Focal group CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Educational evaluation Self-evaluation in schools Institutional development Focal group |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
Different perspectives on the evaluation of schools have of late been the object of analysis and debate in Brazil as in so many other countries. The focus in this case is the school and the process of evaluation it undergoes both internally and externally. Taking into account that the internal evaluation of schools, as a collective process, does not yet constitute a standard practice in most schools, and considering in addition that scientific literature on this theme is still scarce, especially in Brazil, the aim of this research is to organize a significant and effective process of institutional self-evaluation in elementary schools. The point which is addressed is how to work out a process of institutional self-evaluation in elementary schools, by means of concepts, procedures and innovative analytical tools, and with the ultimate aim of achieving institutional development.The subjects of the research are teachers, school employees and parents belonging to a public school in the state of Paraná which provides basic education at the levels of what is known in Brazil as Educação Básica and Ensino Fundamental.The first chapter discusses the theoretical foundations of educational evaluation, pointing out the centrality of this issue in our days: the consequences of the presence of the state as an evaluator, as well as the relations involving school, curriculum and evaluation.In order to deepen the understanding of the conceptions of educational evaluation in relation to the social, political and economic contexts, chapter two investigates the evolution of the conceptions of evaluation, the epistemological areas in which the investigations on evaluation are developed, and the importance of coherence in the development of school evaluation.Chapter three develops a reflection on the theoretical and practical assumptions which underly the process of school self-evaluation, as a result of a joint enterprise and chapter four outlines the methodological procedure, which is called pesquisa-ação institucional (institutional research-action) as well as the procedures involving the documental analysis, the research record, the focal group and the questionnaire.In order to obtain the answers to the closed questions in the questionnaire, the data were tabulated and organized in tables and graphs. The answers to the open questions and to the transcribed discussions of the focal groups were based on the software Qualiquantisoft, a program developed for the methodological procedure Discurso do Sujeito Coletivo DSC (Discourse of the Collective Subject), which enabled the construction of a series of discurse syntheses that make up chapter five. Presented and analyzed in the light of the theoretical framework, these pieces of discourse contribute to the apprehension of the meaning which teachers, parents, students and school employees attribute to the educative actions in the process of school evaluation, creating, in this sense, a colective construction of knowledge concerning self-evaluation. Finally, the research confirms that self-evaluation can be carried out collectively in schools when it is developed in a dialectic-critical fashion, by people belonging to the school community. It is believed, on the one hand, that this research will contribute to rendering explicit the complexity involved in the construction of a process of self-evaluation in schools, and on the other, that it will be able point to new ways for constructing a new culture in school evaluation, capable achieving both professional and institutional development: school self-evaluation as a collective process inside the schools themselves |
publishDate |
2007 |
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2007-11-05 |
dc.date.issued.fl_str_mv |
2007-08-13 |
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2016-04-27T14:32:02Z |
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Brandalise, Mary Ângela Teixeira. Auto-avaliação de escolas: processo construído coletivamente nas instituições escolares. 2007. 213 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2007. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/10003 |
identifier_str_mv |
Brandalise, Mary Ângela Teixeira. Auto-avaliação de escolas: processo construído coletivamente nas instituições escolares. 2007. 213 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2007. |
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Programa de Estudos Pós-Graduados em Educação: Currículo |
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Educação |
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Pontifícia Universidade Católica de São Paulo |
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