Procedimentos de autoavaliação das escolas relevantes para o ensino primário e escolas secundárias: geometrias variáveis en

Conteúdo do artigo principal

Ana Mouraz
Jana Beresova
Carla Figueiredo
Marta Sampaio
Hana Vancova
Daniela Pinto

Resumo

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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Mouraz, A., Beresova, J., Figueiredo, C., Sampaio, M., Vancova, H., & Pinto, D. (2024). Procedimentos de autoavaliação das escolas relevantes para o ensino primário e escolas secundárias: geometrias variáveis: en. EduSer, 16(2). https://doi.org/10.34620/eduser.v16i2.278
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