Autoavaliação das escolas: Regulação de conformidade e regulação de emancipação

• Autor(a) principal: Simões, Graça
• Data de Publicação: 2011
• 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/id.v3i1.4563

The self-evaluation of schools emerges in the education policies in the framework of new references and new instruments of governance associated with concepts like efficacy, efficiency and quality. However, other concepts are also attached such as control, subjection, coercion… Focusing on the contexts of action and considering the diversity of social constructions from a constructivist perspective, we have tried to investigate its impact on the regulation of the educational activity as a political instrument and process, starting from a theoretical interval that opposes conformity to emancipation. The former with a sense of resignation, constraint, of “changing so that everything remains the same”; the latter with a sense of voluntarism, liberation, continuous improvement. We started by approaching the actors, experimenting and exploring the technique of collective interview, in which they realize and become aware of the complexity of the constructions within which they move, and of the confrontation between different types of knowledge, different powers and wills, read by us in a fluid interpretative network, having as reference the approach to the three “I”s – interests, institutions and ideas. In this paper we refer to and share some of the data of the research in the three contexts under study – three secondary state schools of the same town.