This research has the objective of analyze how the participate institutional evaluation can contribute for the social quality of public schools of the elementary degree of education in Campinas, starting from the hypothesis that: is it possible for the public school of elementary degree of education to develop and to implement its own processes of participative institutional education that lead to reflection and action on the education offered to the population that participates in it and to improve the social quality of school education? The research has its origin in the Geres Project -School generation 2005however as an initiative of the Campinas Pole, coordinated by the Laboratory of Observation and Descriptive Studies (LOED) of the Education College of UNICAMP. The LOED proposed to offer the schools that would join the technical and methodological support of the PIE Project through the image of the supporter and/or researcher in direct actions with the schools, whereas not conducting the jobs, but offering guidance so that the schools could implement its own processes of evaluation and self-evaluation by using their Autonomous Evaluation Committee. The research at the beginning was conducted in three city schools of elementary degree of education in Campinas. However, with the abandonment of one of them, the work was developed in all of the project's steps in just two of them. Other sources of data were researched, involving, mainly, one private school and another state one, which objective was to understand why they abandoned the project, because this collection of data enabled the comprehension of the studied phenomenon. For the data collection, were used the participative observation, questionnaires and interviews. The collected data were registered in the researcher's field diary. The utilization of the analytic-descriptive method provided a preview of totality of the research, showing the paths that had already been crossed, the challenges and results. As a theoretical reference we bring to discussion the Brazilian education reality, one look over the institutional evaluation in Brazil and the assumptions of the participative institutional evaluation, fundamental concepts so that the institutional evaluation becomes an option that helps to transform the school's routine. Regarding the possibilities and limits of the participative institutional evaluation in public schools of elementary degree, the facts are that there are some decisive factors to its implementation. We outline the job of the school's management, of the public power, promoting objective conditions of effective participation of the teacher and all of the school community that can mainly influence the continuance of processes of evaluation and self-evaluation. The bilateral relation between school and public power might be the way to the participative institutional evaluation becomes a reality in the public schools of elementary degree. The model of the PIE proposed by the LOED intends to be one potential element of collective participatio...
Falar em qualidade nem sempre nos remete ao mesmo conceito ou objetivo de nossos interlocutores já que este termo é passível de diversas compreensões, as quais dependem das concepções e contextos teóricos e políticos aos quais se vinculam. Este artigo problematiza tanto o próprio conceito de qualidade, que não é único ou neutro, quanto a necessidade de abarcarmos os fatores internos e externos à escola se vislumbramos a construção da qualidade social. Dialogando com o conceito de educabilidade e com discussões atuais, em especial as voltadas à avaliação educacional, evidenciamos a necessidade de condições propícias ao trabalho escolar, assim como de que as escolas assumam efetivamente seu papel para a garantia da qualidade social. Palavras-chave:Qualidade, Escola, Condições de escolarização.Talking about school quality not always refers to the same concept or purpose as our interlocutors since this term is liable of different understandings, which rely on conceptions, and the theoretical and political contexts to which they are attached. This article discusses both the concept of school quality, which is not unique or neutral, as the necessity of encompassing internal and external factors to the school if the construction of social quality is pursued. Using the educability concept and current discussions, especially those on educational evaluation, we highlight the need for proper conditions at the school work, such as for schools effectively assuming their role to assure social quality.
O presente artigo pretende discutir as políticas sociais, educacionais em seus aspectos mais amplos, em um contexto em que se faz necessário posicioná-las e entendê-las sob uma visão que se tem de Estado e de sociedade civil. Busca-se especificar as políticas educacionais e o seu papel na sociedade capitalista como um instrumento ideológico, político e econômico de hegemonia. Trata-se de uma política educacional produtivista, voltada a um novo paradigma de acumulação, necessário ao modelo de desenvolvimento neoliberal. A educação é oferecida às camadas populares de maneira como as forças hegemônicas querem, como estratégia do capital, visando à educação da população para o consenso. Nas múltiplas e contraditórias relações sociais, o Estado atua como mínimo para as políticas sociais, ainda que forte para o mercado.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.