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A autoavaliação como estratégia para a melhoria da qualidade do serviço prestado - Estudo de caso num agrupamento de escolas
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Orientador(es)
Resumo(s)
A publicação da Lei n.º 31/2002, de 20 de dezembro, estabeleceu as orientações gerais
para a avaliação de escolas, instituindo a obrigatoriedade da autoavaliação e definindo os
moldes da avaliação externa. Na literatura da especialidade, é consensual que o objetivo
último deste processo deve ser a melhoria organizacional. Para que tal se concretize, a
autoavaliação deve assentar em critérios claros que apoiem a tomada de decisão e promovam
a apropriação do modelo pelos diversos intervenientes. Só através de um processo
abrangente, transparente e participado é que os Agrupamentos conseguem, efetivamente,
transformar as suas práticas em prol da qualidade educativa.
O presente trabalho de projeto, intitulado "A Autoavaliação como estratégia para a
melhoria da qualidade do serviço prestado: Estudo de caso num Agrupamento de Escolas",
nasce da necessidade de compreender como a autoavaliação se pode constituir como um
pilar de melhoria contínua. O estudo tem como objetivo central aprofundar o conhecimento
neste domínio, analisando o processo de autoavaliação num Agrupamento específico para
identificar as suas motivações e fragilidades.
Em termos metodológicos, optou-se por um estudo de caso de natureza mista
(quantitativa e qualitativa). A recolha de dados envolveu a aplicação de inquéritos por
questionário ao corpo docente e a realização de entrevistas semiestruturadas a elementoschave
da comunidade educativa, designadamente à Diretora, ao Presidente do Conselho
Geral e a membros da Equipa de autoavaliação, incluindo o seu Coordenador.
Os resultados revelam que a autoavaliação é percecionada como um processo de valor
intrínseco e não meramente como o cumprimento de uma imposição legal. Contudo,
identificaram-se fragilidades críticas, como a escassez de recursos e, sobretudo, uma
interrupção no ciclo avaliativo devido à ausência de um Plano de Melhoria formal e
monitorizado que operacionalize as recomendações apuradas. Conclui-se que, apesar dos
impactos positivos nas práticas pedagógicas, a participação de alunos, pessoal não docente
e encarregados de educação permanece limitada. O trabalho culmina com uma proposta de
intervenção que visa tornar a autoavaliação um processo genuinamente cíclico e participativo,
focado na consolidação de uma cultura de melhoria contínua partilhada por toda a
comunidade.
The publication of Law No. 31/2002, of 20 December, established the general guidelines for school evaluation, making self-evaluation mandatory and defining the framework for external evaluation. In the specialist literature, there is consensus that the ultimate objective of this process should be organisational improvement. For this to be achieved, self-evaluation must be based on clear criteria that support decision-making and promote ownership of the model by the various stakeholders. Only through a comprehensive, transparent and participatory process can school clusters effectively transform their practices in favour of educational quality. This project work, entitled Self-Evaluation as a Strategy for Improving the Quality of the Service Provided: A Case Study in a School Cluster, arises from the need to understand how selfevaluation can function as a pillar of continuous improvement. The central aim of the study is to deepen knowledge in this field by analysing the self-evaluation process in a specific school cluster, in order to identify its motivations and weaknesses. From a methodological perspective, a mixed-methods case study (quantitative and qualitative) was adopted. Data collection involved administering questionnaire surveys to the teaching staff and conducting semi-structured interviews with key members of the educational community, namely the Headteacher, the Chair of the General Council, and members of the Self- Evaluation Team, including its Coordinator. The results indicate that self-evaluation is perceived as a process of intrinsic value rather than merely as compliance with a legal requirement. However, critical weaknesses were identified, such as the scarcity of resources and, above all, a disruption in the evaluative cycle due to the absence of a formal and monitored Improvement Plan to operationalise the recommendations identified. It is concluded that, despite the positive impacts on pedagogical practices, the participation of students, non-teaching staff and parents/guardians remains limited. The study concludes with a proposal for intervention aimed at making self-evaluation a genuinely cyclical and participatory process, focused on consolidating a culture of continuous improvement shared by the entire community.
The publication of Law No. 31/2002, of 20 December, established the general guidelines for school evaluation, making self-evaluation mandatory and defining the framework for external evaluation. In the specialist literature, there is consensus that the ultimate objective of this process should be organisational improvement. For this to be achieved, self-evaluation must be based on clear criteria that support decision-making and promote ownership of the model by the various stakeholders. Only through a comprehensive, transparent and participatory process can school clusters effectively transform their practices in favour of educational quality. This project work, entitled Self-Evaluation as a Strategy for Improving the Quality of the Service Provided: A Case Study in a School Cluster, arises from the need to understand how selfevaluation can function as a pillar of continuous improvement. The central aim of the study is to deepen knowledge in this field by analysing the self-evaluation process in a specific school cluster, in order to identify its motivations and weaknesses. From a methodological perspective, a mixed-methods case study (quantitative and qualitative) was adopted. Data collection involved administering questionnaire surveys to the teaching staff and conducting semi-structured interviews with key members of the educational community, namely the Headteacher, the Chair of the General Council, and members of the Self- Evaluation Team, including its Coordinator. The results indicate that self-evaluation is perceived as a process of intrinsic value rather than merely as compliance with a legal requirement. However, critical weaknesses were identified, such as the scarcity of resources and, above all, a disruption in the evaluative cycle due to the absence of a formal and monitored Improvement Plan to operationalise the recommendations identified. It is concluded that, despite the positive impacts on pedagogical practices, the participation of students, non-teaching staff and parents/guardians remains limited. The study concludes with a proposal for intervention aimed at making self-evaluation a genuinely cyclical and participatory process, focused on consolidating a culture of continuous improvement shared by the entire community.
Descrição
Mestrado em Ciências da Educação/Administração Educacional
Palavras-chave
Avaliação de Escolas Autoavaliação Plano de Autoavaliação Melhoria Contínua. school evaluation self-evaluation self-evaluation plan continuous improvement