PARTICIPATORY INSTITUTIONAL SELF-ASSESSMENT OF EARLY CHILDHOOD EDUCATION INSTITUTIONS AND THE CO-RESPONSIBILITY OF EDUCATORS
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Data de Publicação: | 2023 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação em Revista |
Texto Completo: | https://periodicos.ufmg.br/index.php/edrevista/article/view/39321 |
Resumo: | 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 EDUCADORESA AUTOAVALIAÇÃO INSTITUCIONAL PARTICIPATIVA DAS INSTITUIÇÕES DE EDUCAÇÃO INFANTIL E A CORRESPONSABILIDADE DOS EDUCADORESautoavaliação institucional participativaavaliaçãoqualidade da educação infantilprática pedagógicaparticipatory institucional sefevaluationparticipatory institucional self-evaluationquality of early childhood educationpedagogical practiceautoevaluaciòn institucional participativaevaluaciòncalidad educaciòn infantilprática pedagógicaThis 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 hace referencia a algunos datos de una investigación exploratoria, que tuvo como tema la implementación de la Autoevaluación Institucional Participativa (AIP), como política pública para la evaluación de la educación inicial en la Red Municipal de Educación de la ciudad de São Paulo (2013).- 2016). El estudio de caso involucró a profesionales de 1869 unidades educativas y buscó analizar el proceso AIP desde la perspectiva de los participantes (FESTA, 2019). En esta oportunidad, las declaraciones de los educadores se centraron en el cuestionario y la entrevista semiestructurada, retratando cómo se concibió el tema de la corresponsabilidad en la calificación de las acciones cotidianas de sus respectivas instituciones, ya que la perspectiva de transformación constituye un fundamento. parte de la AIP (SORDI, 2010; SORDI; SOUZA, 2012; FREITAS, 2016; MORO, 2017). La investigación demostró la resistencia de los profesionales, de diversas instituciones y diferentes órganos administrativos, a asumir la posición de responsabilidad personal para la calificación del cuidado de los niños y las familias (CAMPOS; RIBEIRO, 2016, 2017). También trajo elementos que indicaron 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 transformaciones concretas. .considerado necesario. En conclusión, los datos producidos indicaron la necesidad, desde la AIP, de establecer metas comunes relevantes, cuya ejecución es una responsabilidad individual, pero también asumida colectivamente, y que se articulan intencionalmente al Proyecto Político-Pedagógico de las instituciones (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).Educação em Revista 2023-03-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontextotextotextoapplication/pdfapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/39321Educação em Revista ; v. 39 (2023)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/edrevista/article/view/39321/37442https://periodicos.ufmg.br/index.php/edrevista/article/view/39321/37443Copyright (c) 2023 Educação em Revista https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFESTA, MEIREPinazza, Mônica Appezzato 2023-09-28T15:34:29Zoai:periodicos.ufmg.br:article/39321Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2023-09-28T15:34:29Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false |
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 institucional sefevaluation participatory institucional self-evaluation quality of early childhood education pedagogical practice autoevaluaciòn institucional participativa evaluaciòn calidad educaciòn infantil prática 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 Appezzato |
author_role |
author |
author2 |
Pinazza, Mônica Appezzato |
author2_role |
author |
dc.contributor.author.fl_str_mv |
FESTA, MEIRE Pinazza, Mônica Appezzato |
dc.subject.por.fl_str_mv |
autoavaliação institucional participativa avaliação qualidade da educação infantil prática pedagógica participatory institucional sefevaluation participatory institucional self-evaluation quality of early childhood education pedagogical practice autoevaluaciòn institucional participativa evaluaciòn calidad educaciòn infantil prática pedagógica |
topic |
autoavaliação institucional participativa avaliação qualidade da educação infantil prática pedagógica participatory institucional sefevaluation participatory institucional self-evaluation quality of early childhood education pedagogical practice autoevaluaciòn institucional participativa evaluaciòn calidad educaciòn infantil prática pedagógica |
description |
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 |
2023 |
dc.date.none.fl_str_mv |
2023-03-10 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion texto texto texto |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufmg.br/index.php/edrevista/article/view/39321 |
url |
https://periodicos.ufmg.br/index.php/edrevista/article/view/39321 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/edrevista/article/view/39321/37442 https://periodicos.ufmg.br/index.php/edrevista/article/view/39321/37443 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Educação em Revista https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Educação em Revista https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Educação em Revista |
publisher.none.fl_str_mv |
Educação em Revista |
dc.source.none.fl_str_mv |
Educação em Revista ; v. 39 (2023) 1982-6621 0102-4698 reponame:Educação em Revista instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Educação em Revista |
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Educação em Revista |
repository.name.fl_str_mv |
Educação em Revista - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
||sergiocirino99@yahoo.com|| revista@fae.ufmg.br |
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