Autoavaliação de escola

Abstract

By the end of the 20th century, Portuguese schools faced a normative demand as far as their self-evaluation process was concerned, due to a society more and more attentive to the quality of services school provides. However only after the publication of the Lei do Sistema de Avaliação da Educação e do Ensino não Superior (Law no. 31/2002 of 20th December) did the schools’ self-evaluation process become mandatory. Therefore school, under a regulation perspective, must assume its self-evaluation process involving the whole educational community so that all sectors involved feel part of a system and understand the causes and consequences of the results achieved. The quality of the services provided and the consequent satisfaction of the educational community happen because schools must report the results of their self-evaluation process, which matches what was established by law. Some of the self-evaluation mechanisms are already known. However those who put them into practice come across difficulties in understanding and setting them in each school’s reality and look for specific training in order to be able to put them into practice. After setting this issue in the author’s professional course and the experiences she has lived while being part of the self-evaluation team, this report aims to understand the self-evaluation concept and how it gained meaning in the school’s organization, describe and characterize a self-evaluation model applied to a school group and reinterpreted by school actors.

Date of Award	2012
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Joaquim Machado (Supervisor)