PARTICIPATORY INSTITUTIONAL SELF-ASSESSMENT OF EARLY CHILDHOOD EDUCATION INSTITUTIONS AND THE CO-RESPONSIBILITY OF EDUCATORS
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/3634 |
Resumo: | ABSTRACT: This article refers to some data from exploratory research, which had as its theme the implementation of Participatory Institutional Self-Evaluation, as a public policy for the evaluation of early childhood education in the municipal education system of the city of São Paulo, between 2013 and 2016. The case study involved professionals from 1869 teaching units and sought to analyze the process from the participants' perspective (FESTA, 2019). On this occasion, it is intended to focus on the educators' testimonies obtained in the questionnaire and semi-structured interview, portraying how they, at the time, conceived the issue of co-responsibility in the qualification of the daily practices of their respective institutions, since the perspective of transformation is a fundamental part of institutional self-evaluation (SORDI, 2010; SORDI; SOUZA, 2012; FREITAS, 2016; MORO, 2017). The research evidenced the resistance of professionals, from different institutions and different administrative instances, to assume the position of personal responsibility for the qualification of the service to children and their families (CAMPOS; RIBEIRO, 2016, 2017). It also brought elements that indicated the educators' difficulty in performing a truly critical analysis of their pedagogical practices (OLIVEIRA-FORMOSINHO, KISHIMOTO 2002; FREIRE, 1996), delegating to other actors or attributing to external factors the possibility of implementing the proposed and/or necessary changes. In conclusion, the data produced indicated the need, based on self-assessment, to establish relevant common goals, whose execution is an individual responsibility, but also assumed collectively, and that are intentionally articulated to the Political-Pedagogical Project of each institution (FREITAS, 2005 , 2016). |
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PARTICIPATORY INSTITUTIONAL SELF-ASSESSMENT OF EARLY CHILDHOOD EDUCATION INSTITUTIONS AND THE CO-RESPONSIBILITY OF EDUCATORSLA AUTOEVALUACIÓN INSTITUCIONAL PARTICIPATIVA DE LAS INSTITUCIONES DE EDUCACIÓN INFANTIL Y LA CORRESPONSABILIDAD DE LOS EDUCADORES A AUTOAVALIAÇÃO INSTITUCIONAL PARTICIPATIVA DAS INSTITUIÇÕES DE EDUCAÇÃO INFANTIL E A CORRESPONSABILIDADE DOS EDUCADORESAutoavaliação Institucional ParticipativaAvaliaçãoQualidade da educação infantilPrática pedagógicaParticipatory institutional self-evaluationevaluationquality of early childhood educationpedagogical practiceAutoevaluación institucional participativaevaluacióncalidad de la educación infantilpráctica pedagógicaABSTRACT: This article refers to some data from exploratory research, which had as its theme the implementation of Participatory Institutional Self-Evaluation, as a public policy for the evaluation of early childhood education in the municipal education system of the city of São Paulo, between 2013 and 2016. The case study involved professionals from 1869 teaching units and sought to analyze the process from the participants' perspective (FESTA, 2019). On this occasion, it is intended to focus on the educators' testimonies obtained in the questionnaire and semi-structured interview, portraying how they, at the time, conceived the issue of co-responsibility in the qualification of the daily practices of their respective institutions, since the perspective of transformation is a fundamental part of institutional self-evaluation (SORDI, 2010; SORDI; SOUZA, 2012; FREITAS, 2016; MORO, 2017). The research evidenced the resistance of professionals, from different institutions and different administrative instances, to assume the position of personal responsibility for the qualification of the service to children and their families (CAMPOS; RIBEIRO, 2016, 2017). It also brought elements that indicated the educators' difficulty in performing a truly critical analysis of their pedagogical practices (OLIVEIRA-FORMOSINHO, KISHIMOTO 2002; FREIRE, 1996), delegating to other actors or attributing to external factors the possibility of implementing the proposed and/or necessary changes. In conclusion, the data produced indicated the need, based on self-assessment, to establish relevant common goals, whose execution is an individual responsibility, but also assumed collectively, and that are intentionally articulated to the Political-Pedagogical Project of each institution (FREITAS, 2005 , 2016).Este artículo se refiere a algunos datos de una investigación de carácter exploratorio, que tuvo como tema la implementación de la Autoevaluación Institucional Participativa (AIP), como política pública de evaluación de la educación infantil en la Red Municipal de Educación de la ciudad de São Paulo, entre 2013 y 2016. En el estudio de casos participaron profesionales de 1869 unidades educativas y se buscó analizar el proceso de AIP desde la perspectiva de los participantes (FESTA, 2019). En esta oportunidad, se pretende centrar la atención en las declaraciones de los educadores al cuestionario y a la entrevista semiestructurada, retratando cómo ellos concibieron el tema de la corresponsabilidad en la cualificación de las acciones cotidianas de sus respectivas instituciones, ya que la perspectiva de transformación constituye una parte fundante del AIP (SORDI, 2010; SORDI; SOUZA,2012; FREITAS, 2016; MORO,2017). La investigación mostró la resistencia de los profesionales de diversas instituciones y de diferentes instancias administrativas, a asumir la posición de responsabilidad personal por la calificación del servicio a los niños y las familias (CAMPOS; RIBEIRO, 2016, 2017). También aportó elementos que indicaban la dificultad de los educadores para realizar un análisis verdaderamente crítico de sus prácticas pedagógicas (OLIVEIRA-FORMOSINHO, KISHIMOTO 2002; FREIRE, 1996), delegando en otros actores o atribuyendo a factores externos la posibilidad de realizar las transformaciones concretas que se consideran necesarias. En conclusión, los datos producidos indicaron la necesidad, a partir del AIP, de establecer metas comunes relevantes, cuya implementación sea responsabilidad de los individuos, pero también asumida colectivamente, y que se articulen intencionalmente al Proyecto Político-Pedagógico de cada institución (FREITAS, 2005,2016).Este artigo refere-se a alguns dos dados de uma pesquisa de caráter exploratório, que teve como tema a implementação de Autoavaliação Institucional Participativa (AIP), como política pública de avaliação da educação infantil da Rede Municipal de Ensino da cidade de São Paulo, entre 2013 e 2016. O estudo de caso envolveu profissionais de 1869 unidades educacionais e buscou analisar o processo da AIP sob a ótica dos participantes (FESTA, 2019). Nesta oportunidade, pretende-se focalizar os depoimentos dos educadores a questionário e a entrevista semiestruturada, retratando como eles, à época, concebiam a questão da corresponsabilidade na qualificação das ações cotidianas de suas respectivas instituições, visto que a perspectiva de transformação se constitui parte fundante da AIP (SORDI, 2010; SORDI; SOUZA,2012; FREITAS, 2016; MORO,2017). A pesquisa demonstrou a resistência dos profissionais, de várias instituições e de diferentes instâncias administrativas, em assumir a posição de responsabilização pessoal pela qualificação do atendimento às crianças e às famílias (CAMPOS; RIBEIRO, 2016, 2017). Trouxe, ainda, elementos que indicaram a dificuldade dos educadores em realizar uma análise verdadeiramente crítica de suas práticas pedagógicas (OLIVEIRA-FORMOSINHO, KISHIMOTO 2002; FREIRE, 1996), delegando a outros atores ou atribuindo a fatores externos a possibilidade de realizar as transformações concretas julgadas necessárias. Em conclusão, os dados produzidos indicaram a necessidade de, a partir da AIP, estabelecer metas comuns pertinentes, cuja execução seja de responsabilidade individual, mas também coletivamente assumidas, e que estejam intencionalmente articuladas ao Projeto Político-Pedagógico de cada instituição (FREITAS, 2005,2016).SciELO PreprintsSciELO PreprintsSciELO Preprints2022-03-04info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/363410.1590/SciELOPreprints.3634porhttps://preprints.scielo.org/index.php/scielo/article/view/3634/6900Copyright (c) 2022 Meire Festa, Mônica Apezzatto Pinazzahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFesta, MeirePinazza, Mônica Apezzattoreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-02-16T16:12:02Zoai:ops.preprints.scielo.org:preprint/3634Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-02-16T16:12:02SciELO Preprints - SciELOfalse |
dc.title.none.fl_str_mv |
PARTICIPATORY INSTITUTIONAL SELF-ASSESSMENT OF EARLY CHILDHOOD EDUCATION INSTITUTIONS AND THE CO-RESPONSIBILITY OF EDUCATORS LA AUTOEVALUACIÓN INSTITUCIONAL PARTICIPATIVA DE LAS INSTITUCIONES DE EDUCACIÓN INFANTIL Y LA CORRESPONSABILIDAD DE LOS EDUCADORES A AUTOAVALIAÇÃO INSTITUCIONAL PARTICIPATIVA DAS INSTITUIÇÕES DE EDUCAÇÃO INFANTIL E A CORRESPONSABILIDADE DOS EDUCADORES |
title |
PARTICIPATORY INSTITUTIONAL SELF-ASSESSMENT OF EARLY CHILDHOOD EDUCATION INSTITUTIONS AND THE CO-RESPONSIBILITY OF EDUCATORS |
spellingShingle |
PARTICIPATORY INSTITUTIONAL SELF-ASSESSMENT OF EARLY CHILDHOOD EDUCATION INSTITUTIONS AND THE CO-RESPONSIBILITY OF EDUCATORS Festa, Meire Autoavaliação Institucional Participativa Avaliação Qualidade da educação infantil Prática pedagógica Participatory institutional self-evaluation evaluation quality of early childhood education pedagogical practice Autoevaluación institucional participativa evaluación calidad de la educación infantil práctica pedagógica |
title_short |
PARTICIPATORY INSTITUTIONAL SELF-ASSESSMENT OF EARLY CHILDHOOD EDUCATION INSTITUTIONS AND THE CO-RESPONSIBILITY OF EDUCATORS |
title_full |
PARTICIPATORY INSTITUTIONAL SELF-ASSESSMENT OF EARLY CHILDHOOD EDUCATION INSTITUTIONS AND THE CO-RESPONSIBILITY OF EDUCATORS |
title_fullStr |
PARTICIPATORY INSTITUTIONAL SELF-ASSESSMENT OF EARLY CHILDHOOD EDUCATION INSTITUTIONS AND THE CO-RESPONSIBILITY OF EDUCATORS |
title_full_unstemmed |
PARTICIPATORY INSTITUTIONAL SELF-ASSESSMENT OF EARLY CHILDHOOD EDUCATION INSTITUTIONS AND THE CO-RESPONSIBILITY OF EDUCATORS |
title_sort |
PARTICIPATORY INSTITUTIONAL SELF-ASSESSMENT OF EARLY CHILDHOOD EDUCATION INSTITUTIONS AND THE CO-RESPONSIBILITY OF EDUCATORS |
author |
Festa, Meire |
author_facet |
Festa, Meire Pinazza, Mônica Apezzatto |
author_role |
author |
author2 |
Pinazza, Mônica Apezzatto |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Festa, Meire Pinazza, Mônica Apezzatto |
dc.subject.por.fl_str_mv |
Autoavaliação Institucional Participativa Avaliação Qualidade da educação infantil Prática pedagógica Participatory institutional self-evaluation evaluation quality of early childhood education pedagogical practice Autoevaluación institucional participativa evaluación calidad de la educación infantil práctica pedagógica |
topic |
Autoavaliação Institucional Participativa Avaliação Qualidade da educação infantil Prática pedagógica Participatory institutional self-evaluation evaluation quality of early childhood education pedagogical practice Autoevaluación institucional participativa evaluación calidad de la educación infantil práctica pedagógica |
description |
ABSTRACT: This article refers to some data from exploratory research, which had as its theme the implementation of Participatory Institutional Self-Evaluation, as a public policy for the evaluation of early childhood education in the municipal education system of the city of São Paulo, between 2013 and 2016. The case study involved professionals from 1869 teaching units and sought to analyze the process from the participants' perspective (FESTA, 2019). On this occasion, it is intended to focus on the educators' testimonies obtained in the questionnaire and semi-structured interview, portraying how they, at the time, conceived the issue of co-responsibility in the qualification of the daily practices of their respective institutions, since the perspective of transformation is a fundamental part of institutional self-evaluation (SORDI, 2010; SORDI; SOUZA, 2012; FREITAS, 2016; MORO, 2017). The research evidenced the resistance of professionals, from different institutions and different administrative instances, to assume the position of personal responsibility for the qualification of the service to children and their families (CAMPOS; RIBEIRO, 2016, 2017). It also brought elements that indicated the educators' difficulty in performing a truly critical analysis of their pedagogical practices (OLIVEIRA-FORMOSINHO, KISHIMOTO 2002; FREIRE, 1996), delegating to other actors or attributing to external factors the possibility of implementing the proposed and/or necessary changes. In conclusion, the data produced indicated the need, based on self-assessment, to establish relevant common goals, whose execution is an individual responsibility, but also assumed collectively, and that are intentionally articulated to the Political-Pedagogical Project of each institution (FREITAS, 2005 , 2016). |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-03-04 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/3634 10.1590/SciELOPreprints.3634 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/3634 |
identifier_str_mv |
10.1590/SciELOPreprints.3634 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/3634/6900 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Meire Festa, Mônica Apezzatto Pinazza https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Meire Festa, Mônica Apezzatto Pinazza https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints |
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SciELO Preprints - SciELO |
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1797047827258408960 |