Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Lopes, Dilean Marques
 |
| Orientador(a): |
Sousa, Clarilza Prado de |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/21446
|
Resumo: |
The research aims to analyze the challenges faced by managers in the implementation of the institutional evaluation in a Municipal School of Primary Education of the Municipal Education Network of São Paulo (EMEF). In this work, the institutional evaluation is understood according to the studies of Dias Sobrinho (2000), Afonso (2008), Brandalise (2010), Lück (2012), Freitas et. (2014), Barreto and Novaes (2016) and Bolivar (2016) as a process of self-evaluation of the school, carried out within the institution, involving the school actors in identifying the potentialities and fragilities of the school in different dimensions, aiming at the improvement institution. In this case study, the researcher proposes to investigate an institutional evaluation process started in 2016 but limited to data collection. The researcher is inserted in the school context while supporting the management team in the treatment of data and in the continuity of the institutional evaluation process. For this purpose, the responses of 37 participants to the institutional evaluation questionnaire were analyzed using Alceste software and the content analysis methodology proposed by Franco (2008). The data obtained were organized in a synthesis report from which the focus group meetings involving managers and teachers were initiated, promoting the publication and analysis of the institutional evaluation data for 2016 in the light of the school context of 2017. The discussions collective agreements allowed to point out proposals for intervention in the short, medium and long term, indicating ways for institutional improvement. Throughout the research, it was possible to identify and analyze the challenges faced by managers in their implementation, among which are the elaboration of evaluation tools, time and space assurance, the participation of different school actors, the implementation of decision and the articulation of the evaluation process with the school's Political Pedagogical Project. At the end of the research it is evident the need for training and follow-up actions to the School Unit to promote institutional evaluation as a school culture |
