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O impacto dos dispositivos de avaliação externa nas dinâmicas de autoavaliação das escolas da Região Autónoma da Madeira. Estudo de caso - projeto de aferição da qualidade do sistema educativo regional
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No contexto atual de transformação dos modos de regulação do sistema educativo a que assistimos, associada a processos de descentralização e autonomia, surge um novo conceito para o papel do Estado denominado de Estado Avaliador (Neave, 1988). Esta designação remete para a ideia de um Estado responsável por gerir e controlar o sistema educativo, através da definição de metas e objetivos. As ferramentas responsáveis por avaliar e “prestar contas” neste panorama são designadas por accountability e, no caso europeu, distinguem-se dos instrumentos clássicos, pelo facto de assentarem na participação ativa e reflexividade dos atores com base no conhecimento produzido, privilegiando formas de autoavaliação como forma de atingir a melhoria do sistema educativo.
Em Portugal, embora a avaliação esteja prevista na lei desde 2002, com a publicação da Lei nº31/2002, o primeiro programa de avaliação externa de escolas, da responsabilidade da Inspeção-Geral da Educação e Ciência, só iniciou em 2006 para as escolas do continente. Na Região Autónoma da Madeira (RAM) não se verificava nenhum processo formal de avaliação externa das escolas até 2014, quando a Secretaria Regional identificou a necessidade e criou o Projeto de Aferição da Qualidade do Sistema Educativo Regional (AQSER). Nesta conjuntura, o presente estudo pretende analisar o impacto que o projeto AQSER, enquanto dispositivo de avaliação externa baseado no conhecimento, teve nas dinâmicas de autoavaliação das 30 escolas da RAM envolvidas no projeto.
Para o efeito, selecionámos o método de estudo de caso e optámos pela combinação entre uma abordagem quantitativa e qualitativa. Organizámos a pesquisa empírica em torno de dois principais instrumentos de recolha de dados: o inquérito por questionário e a entrevista.
Os resultados desta investigação permitiram não só conhecer melhor as práticas de autoavaliação das escolas da RAM e a sua evolução no âmbito do projeto AQSER, mas também retirar importantes conclusões que poderão servir para reflexões futuras. De uma forma geral, verificou-se que: o projeto AQSER foi o principal responsável tanto pela criação de equipas formais de autoavaliação, como pela implementação deste tipo de práticas na grande maioria das escolas da região; para os docentes, a carência de formação na área da avaliação de escolas é um dos principais obstáculos ao desenvolvimento do processo; o impacto do projeto nas dinâmicas de autoavaliação das escolas é sentido a diferentes níveis e influenciado por questões relacionadas com a liderança do diretor, a cultura de avaliação e a mobilização dos atores escolares no processo.
In the current panorama of transformation on modes of educational system regulation, associated with processes of decentralization and autonomy of schools, emerges a new concept for the role of the State, called “The Evaluative State” (Neave, 1988). This designation refers to the idea of a State who is responsible for managing and controlling the educational system, through the definition of goals. In this context, the tools that evaluate and assess are known as accountability and, in the European case, they are distinct from the classic ones. As a way of improving the effectiveness of the educational system, these tools are based on the principle of reflexivity and the active involvement of the different institutional actors of the school, privileging forms of self-evaluation. In Portugal, despite the fact that school assessment has been expected since 2002, with the publication of the Law nº 31/2002, the first Programme of School Assessment, of the responsibility of the Inspeção-Geral da Educação e Ciência, only launched in 2006 for mainland schools. In the Autonomous Region of Madeira, there was no formal process for school assessment until 2014, when the Regional Secretary identified the need and formed the project “Aferição da Qualidade do Sistema Educativo Regional” (AQSER). At this particular juncture, the present study aims to analyse the impact of the AQSER project as an external knowledge-based regulation tool, on the self-evaluation dynamics of the 30 schools of Madeira involved in this project. For that purpose, we selected the case study method and opted for a mixed combination of quantitative and qualitative research. We organized the empirical research around two main instruments for collecting data: survey and interview. The results of this investigation allowed us, not only to learn more about the self-evaluation practices on the schools of the region and its evolution within this project, but also to draw important conclusions that could be relevant to future investigations. Overall, it was found that: the AQSER project was the primarily responsible for the establishment of formal self-evaluation work teams as well as the implementation of this type of practices in the majority of schools; for teachers, the lack of training in school evaluation is one of the major obstacles in the process; the impact of the project on the self-evaluation dynamics of the schools is felt at different levels and influenced by issues such as the school’s principal leadership, the school’s evaluation culture and the mobilization of school’s actors in the process.
In the current panorama of transformation on modes of educational system regulation, associated with processes of decentralization and autonomy of schools, emerges a new concept for the role of the State, called “The Evaluative State” (Neave, 1988). This designation refers to the idea of a State who is responsible for managing and controlling the educational system, through the definition of goals. In this context, the tools that evaluate and assess are known as accountability and, in the European case, they are distinct from the classic ones. As a way of improving the effectiveness of the educational system, these tools are based on the principle of reflexivity and the active involvement of the different institutional actors of the school, privileging forms of self-evaluation. In Portugal, despite the fact that school assessment has been expected since 2002, with the publication of the Law nº 31/2002, the first Programme of School Assessment, of the responsibility of the Inspeção-Geral da Educação e Ciência, only launched in 2006 for mainland schools. In the Autonomous Region of Madeira, there was no formal process for school assessment until 2014, when the Regional Secretary identified the need and formed the project “Aferição da Qualidade do Sistema Educativo Regional” (AQSER). At this particular juncture, the present study aims to analyse the impact of the AQSER project as an external knowledge-based regulation tool, on the self-evaluation dynamics of the 30 schools of Madeira involved in this project. For that purpose, we selected the case study method and opted for a mixed combination of quantitative and qualitative research. We organized the empirical research around two main instruments for collecting data: survey and interview. The results of this investigation allowed us, not only to learn more about the self-evaluation practices on the schools of the region and its evolution within this project, but also to draw important conclusions that could be relevant to future investigations. Overall, it was found that: the AQSER project was the primarily responsible for the establishment of formal self-evaluation work teams as well as the implementation of this type of practices in the majority of schools; for teachers, the lack of training in school evaluation is one of the major obstacles in the process; the impact of the project on the self-evaluation dynamics of the schools is felt at different levels and influenced by issues such as the school’s principal leadership, the school’s evaluation culture and the mobilization of school’s actors in the process.
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Modos de regulação modes of regulation (auto)avaliação de escolas Accountability Reflexividade School (self)evaluation Conhecimento Accountability Reflexivity Knowledge