Autoavaliação institucional da escola: concepções e práticas dos gestores escolares

Abstract

This dissertation was developed from the following guiding question: What are the conceptions and practices for institutional self-evaluation of school managers (principals and pedagogical team) of municipal public schools of Ponta Grossa town /PR? To search for answer the problem proposed, the following general objective was defined: analyzing the conceptions and practices of school manager (principals and pedagogical team) of municipal public schools of Ponta Grossa/PR. institutional self-evaluation of the school. To analyze and comprehend the conceptions and practices for educational evaluation and self-evaluation of school identified by managers investigated, the option chosen was the qualitative research in a dialectical critical perspective. Methodological procedures were documental analysis, questionnaire and collective subject discourse methodology (CSD). Managers from sixteen public schools were participant subjects, twelve managers and twelve pedagogues. The dissertation is organized in three chapters, further the introduction and final considerations. The first chapter presents the research methodological course based on Moreira and Caleffe (2008), and Chizzotti (2001, 2003). The methodological option is presented, also the procedures for data collection, documental analysis, questionnaire, and the methodology for data analysis of collective subject discourse; the field and research subjects, ethical matters, literature review and structural analysis of abstracts of academic production using the software Iramuteq. The second chapter brings the theoretical assumptions of educational evaluation and of the institutional self-evaluation of school in dialogue with Scriven (1991); Casali (2007); Rodrigues (1994); Cappelletti (2002); Afonso (2003); Dourado and Oliveira (2009); Climaco (2011); Sordi (2012); Santos Guerra (2003); Rodrigues and Moreira (2014); Alves and Teixeira (2009); Nóvoa (1992); Simons (1999); Brandalise (2010), Dias Sobrinho (1995); Alaiz, Góis and Gonçalves (2003), among others. The third chapter pre4sents the analysis of data collected through documents of schools and questionnaires answered by managers. The analysis of results of the research reveals the conceptions and practices of institutional self-evaluation is those developed by the schools itself, in a collective and participative way, contemplating administrative, pedagogical, structural and relational dimensions, with strong training, pedagogical and processual orientation. The institutional self-evaluation of school is not performed in systematic way due to the unfamiliarity with mastering the educational self-evaluation by school managers, the reason why they recognize the need for continuous training for all the school community.