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Abstract(s)
O ensaio agora apresentado introduz a avaliação do desempenho de professores no
debate de algumas das mais importantes mudanças que têm ocorrido ao nível da
condição e da carreira docentes. Com a condição de não acrescentar um discurso a
tantos outros e muito menos desenvolver um discurso de meta-avaliação, mas de tentar
reinterrogar e ressituar, em perspetiva mais plural, o que se diz e faz da avaliação dos
docentes, este ensaio concretiza um exercício de análise de alguns dos eixos decorrentes
do registo epistemológico de feição objetivista e instrumental. Fá-lo relativamente aos
sentidos, significados e utilidades da avaliação do desempenho de professores, dada a
sua suscetibilidade para influenciar a compreensão da avaliação do desempenho docente
e desenvolver algumas pistas para a discussão das atuais políticas de avaliação de
professores, segundo três alinhamentos de análise: i) sobre o registo epistemológico
instrumental da avaliação do desempenho docente: uma nova estratégia ideológica de
controlo e vigilância em educação; ii) princípios organizadores e pré-ordenativos da
ação docente: habituação, tipificação e instituição; iii) a avaliação como cultura da
performatividade e instrumento de extensão da planificação socioeconómica e o
desempenho dos professores com efeito de black box do sistema.
Abstract This essay introduces the assessment of teachers performance in the discussion some of the most important changes that have taken place in terms of condition and teaching career. With the condition of not adding a speech so many others, let alone develop a discourse of meta-assessment but trying to review and resituate in more pluralistic perspective, what is says and does the evaluation of teachers, this paper realizes an analysis exercise of some of the axes resulting from the epistemological registry objectivist and instrumental feature. It does so in relation to the senses, meanings and uses of evaluating the performance of teachers, given their susceptibility to influence the understanding of the teacher performance assessment and develop some clues to the discussion of current teacher assessment policies, according to three analytical alignments : About instrumental epistemological registry of teacher performance assessment: i) a new ideological strategy of control and monitoring in education; ii) organizers principles and prescribers of teaching activities: habituation, typifying and institution; iii) evaluation as a culture of performativity and extent of socio-economic planning tool and performance of teachers with black box system effect.
Abstract This essay introduces the assessment of teachers performance in the discussion some of the most important changes that have taken place in terms of condition and teaching career. With the condition of not adding a speech so many others, let alone develop a discourse of meta-assessment but trying to review and resituate in more pluralistic perspective, what is says and does the evaluation of teachers, this paper realizes an analysis exercise of some of the axes resulting from the epistemological registry objectivist and instrumental feature. It does so in relation to the senses, meanings and uses of evaluating the performance of teachers, given their susceptibility to influence the understanding of the teacher performance assessment and develop some clues to the discussion of current teacher assessment policies, according to three analytical alignments : About instrumental epistemological registry of teacher performance assessment: i) a new ideological strategy of control and monitoring in education; ii) organizers principles and prescribers of teaching activities: habituation, typifying and institution; iii) evaluation as a culture of performativity and extent of socio-economic planning tool and performance of teachers with black box system effect.
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Keywords
Avaliação de professores Paradigma instrumental Controlo e vigilância Cultura da performatividade Teachers assessment Instrumental paradigma Control and surveillance Culture of performativity