Procedimentos de autoavaliação das escolas relevantes para o ensino primário e escolas secundárias: geometrias variáveis
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DOI:
https://doi.org/10.34620/eduser.v16i2.278Palavras-chave:
Autoavaliação escolar, Abordagem comparativa, Práticas de avaliação, Qualidade educacionalResumo
A importância da autoavaliação das escolas está intrinsecamente ligada à sua autonomia e responsabilidade na interpretação e execução das tarefas educativas. No entanto, esta autoridade é influenciada pelas políticas europeias e nacionais. Este artigo tem como objetivo comparar as políticas e práticas subjacentes ao processo de autoavaliação escolar na Eslováquia e em Portugal. Empregando uma abordagem qualitativa enraizada na investigação comparativa, este estudo envolve a análise de documentos legais e notas de campo recolhidas através de conversas informais com diretores escolares em ambos os países. Embora ambas as nações demonstrem alguma influência das recomendações europeias nos seus objetivos e procedimentos, existem disparidades nas suas abordagens e ênfases. Notavelmente, são evidentes variações nos objetivos da auto-avaliação das escolas e das equipas responsáveis pela sua condução. Todavia, ambos os países sublinham a importância do desempenho escolar dos alunos no quadro da autoavaliação escolar.
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