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Advisor(s)
Abstract(s)
Apresentando-se como mais um contributo para a inteligibilidade das transformações fomentadas no sistema educativo português nos últimos anos, este ensaio tem como objetivo central traçar um paralelismo entre o ímpeto reformista das políticas educativas (re)centradas na avaliação das escolas e a nova racionalidade dada ao arquétipo da participação dos atores escolares, precisamente em torno daquilo que podemos, hoje, considerar a caixa negra do Sistema. Muito particularmente, a propósito da participação, aqui traduzida como nova tecnologia de gestão da ação escolar, interessanos dirimir o seu pendor policêntrico, ainda que, cremos, com a tradicional capacidade para induzir à normalização das condutas dos atores escolares por meio da elaboração, explicitamente convencionada, de standards organizacionais, curriculares, pedagógicos e didáticos de base. Para o efeito, utilizaremos, de forma privilegiada, o corpus legislativo atualmente em vigor relativo à avaliação de escolas e à normalização da participação dos diferentes atores (professores, alunos, pais/encarregados de educação, pessoal técnico e operacional, municípios, entre outros) que, hoje, são convocados para uma nova liturgia da ação escolar. Do ponto de vista metodológico, ao assumir tal corpus legislativo como fonte privilegiada do nosso estudo, inscrevemos as nossas incursões analíticas e compreensivas na conceção hermenêutica das políticas de avaliação de escolas, em geral, e da participação escolar, em particular. No plano das ilações gerais, aventamos uma nova configuração semântica que acompanha a relação recém instituída entre a avaliação e a feição técnico instrumental da participação, esta cada vez mais distante da agenda da autonomia das escolas e da descentralização do Sistema.
Presenting itself as another contribution to the intelligibility of the transformations fostered in the Portuguese educational system in recent years, this essay has as central objective to draw a parallel between the reformist impetus of educational policies (re) centered on the evaluation of schools and the new rationality given to the archetype of the participation of school actors, precisely around what we can today consider the black box of the System. Presenting itself as another contribution to the intelligibility of the transformations fostered in the Portuguese educational system in recent years, this essay has as central objective to draw a parallel between the reformist impetus of educational policies (re) centered on the evaluation of schools and the new rationality given to the archetype of the participation of school actors, precisely around what we can today consider the black box of the System. Particularly in terms of participation, here translated as new technology for the management of school action, we are interested in resolving its polycentric tendency, although, we believe, with the traditional capacity to induce the normalization of the conduct of school actors through the elaboration, explicitly agreed, of basic organizational, curricular, pedagogical and didactic standards. For this purpose, we will use, in a privileged way, the legislative corpus currently in force regarding the evaluation of schools and the normalization of the participation of different actors (teachers, students, parents / guardians, technical and operational personnel, municipalities, among others) who, today, are called to a new liturgy of school action. From a methodological point of view, when assuming this legislative corpus as a privileged source of our study, we inscribe our analytical and comprehensive incursions in the hermeneutic conception of school evaluation policies, in general, and school participation, in particular. In terms of general conclusions, we have come up with a new semantic configuration that follows the newly established relationship between evaluation and the instrumental technical aspect of participation, which is increasingly distant from the agenda of school autonomy and the decentralization of the System.
Presenting itself as another contribution to the intelligibility of the transformations fostered in the Portuguese educational system in recent years, this essay has as central objective to draw a parallel between the reformist impetus of educational policies (re) centered on the evaluation of schools and the new rationality given to the archetype of the participation of school actors, precisely around what we can today consider the black box of the System. Presenting itself as another contribution to the intelligibility of the transformations fostered in the Portuguese educational system in recent years, this essay has as central objective to draw a parallel between the reformist impetus of educational policies (re) centered on the evaluation of schools and the new rationality given to the archetype of the participation of school actors, precisely around what we can today consider the black box of the System. Particularly in terms of participation, here translated as new technology for the management of school action, we are interested in resolving its polycentric tendency, although, we believe, with the traditional capacity to induce the normalization of the conduct of school actors through the elaboration, explicitly agreed, of basic organizational, curricular, pedagogical and didactic standards. For this purpose, we will use, in a privileged way, the legislative corpus currently in force regarding the evaluation of schools and the normalization of the participation of different actors (teachers, students, parents / guardians, technical and operational personnel, municipalities, among others) who, today, are called to a new liturgy of school action. From a methodological point of view, when assuming this legislative corpus as a privileged source of our study, we inscribe our analytical and comprehensive incursions in the hermeneutic conception of school evaluation policies, in general, and school participation, in particular. In terms of general conclusions, we have come up with a new semantic configuration that follows the newly established relationship between evaluation and the instrumental technical aspect of participation, which is increasingly distant from the agenda of school autonomy and the decentralization of the System.
Description
Keywords
avaliação de escolas participação policênctrica normalização da ação escolar school evaluation polycentric participation normalization of school action
Citation
Ramalho, H., Rocha, J., Figueiredo, M., Brown, M. (2021) Avaliação e participação: análise à tecnologia da participação policêntrica na escola portuguesa. In L. G. Correia & T. Neves (Orgs.), Liberdade, Equidade e Emancipação. Atas do XV Congresso da Sociedade Portuguesa de Ciências da Educação (pp. 638-647). Sociedade Portuguesa de Ciências da Educação.
Publisher
Sociedade Portuguesa de Ciências da Educação