O ensino especializado da música face à avaliação externa de escolas

• Autor(a) principal: Queirós, Helena
• Data de Publicação: 2019
• Outros Autores: Sousa, Joana
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/postip.v2i0.1315

This article is part of research into the external evaluation of schools’ projects, funded by the Foundation for Science and Technology. The purpose of this article is to contextualize music teaching in relation to the external evaluation of schools context, based on accountability (Taubman: 2009). Based on data published by the Central Administration there is a lack of scientific studies in this area (Domingues: 2007). In 2006, the implementation of the External Evaluation of Schools (AEE) imposed accountability, reorganization and standardization of procedures as well as self-assessment in Conservatories. This text reveals that AEE has a direct effect on the internal reorganization of schools, requiring all communities to act by the same procedures, through standardization and self-assessment.