Avaliação, qualidade e equidade

Leite, Carlinda; Fernandes, Preciosa

doi:10.1590/s1414-40772014000200009

Cited by 18 publications

(14 citation statements)

References 7 publications

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“…The concept of curriculum has evolved from a traditional perspective that conceives it as a neutral object and a strictly structured set of contents into a conception that sees it as a process, opened to the characteristics of the context and the people involved (Biesta et al, 2015; Doyle, 1992; Fernandes, 2011; Leite, 2002; Leite and Fernandes, 2014; Miller and Seller, 1985; Pacheco, 1996). As Doyle (1992: 487) states, there is ‘a formal curriculum that defines the core substance of schooling and an experienced curriculum that is taught and learned in classrooms’.…”

Section: The Relationship Between School External Evaluation and The mentioning

confidence: 99%

The curriculum in school external evaluation frameworks in Portugal and England

Figueiredo

Leite

Fernandes

2016

Research in Comparative and International Education

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The curriculum has been target of social and political demands due to its central role in school education and to the changes that occurred in education over the 20th century. The changes include more autonomy assigned to schools and teachers and the establishment of educational standards. These raised concerns that led European bodies to recommend the implementation of quality assurance systems. As a response, many countries created school external evaluation (SEE) processes in an attempt to improve school education and the curricula. Portugal and England are two countries that followed this tendency. This paper analyses SEE frameworks used in both countries to answer the following question: (1) How is the curriculum being addressed in the SEE in Portugal’s and England’s frameworks? The main conclusions drawn are as follows: (1) the curriculum is conceived as an open project; (2) the SEE frameworks from both countries address the curriculum by focusing on teachers’ role as curriculum developers and their curriculum development processes; and (3) the frameworks from Portugal and England reveal a concern with assessing the actual classroom environment and functioning.

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Section: The Relationship Between School External Evaluation and The mentioning

confidence: 99%

The curriculum in school external evaluation frameworks in Portugal and England

Figueiredo

Leite

Fernandes

2016

Research in Comparative and International Education

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“…How Leite and Fernandes (2014) point out that the evaluation should be an element that helps the teacher, a pedagogical support for learning, improving and promoting the development of skills and competencies. They point out that the evaluation can be an aspect of social equity, involving the coresponsibility as well as a promoter of self and the regulation of other students, that is, in its sense of training, empowerment and pedagogical mediation.…”

Section: Online Tutoring: Systematization Organization and Evaluatiomentioning

confidence: 99%

Tutoring in Distance Education: New Proposals, Challenges and Reflections

Souza¹,

Polonia²

2015

IJEE

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Distance Education has expanded in the world, due to the democratization of knowledge mediated by technologies for accessing different levels of education. Online and classroom tutoring systems have been a source of research and discussion on redefining roles in distance education. It's understood that the role of the tutor must be intrinsically linked to the political-pedagogical project of the course, regardless of their nature: graduation, specialization, etc. The mentoring held in the fifth Specialization Course in Distance and Continuing Education (University of Brasilia, Brazil) had its assumptions and guidelines, grounded in the CTAR-Community Work and Learning Network, which advocates a proactive tutoring, with engaging and emancipatory character, valuing collaborative knowledge construction. It was essential to ensure the basic and continuing training of selected tutors to favor the formation of networks in the realization of the activities and actions that promote learning. With this perspective, mentoring can take an active, collaborative and intervening role as the knowledge mediation, employing strategies and facilitating technological resources. It was important to consider in the formation of selected tutors and the tutoring supervision of the course, the articulated monitoring of the team, encouraging a coordinated and concerted action of the various actors of the course, specifically, the general coordination, tutoring coordinator, the classroom tutor and pedagogical assistant, seeking to prevent evasion. Knowing the profile of the participants and their difficulties, it is possible to act in a preventive manner, anticipating assistance, encouraging the participation in discussions and diversifying strategies and technological resources to respond to the various identified needs and motivate their permanence on course. We emphasize that this tutoring proposal is a pioneer to the extent that the tutor is part of a team responsible for the course, where he is a specialized teacher and well aware of his role in developing a quality in Distance Education.

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“…Um pouco por toda a Europa, este século XXI tem sido marcado por discursos políticos e académicos que perspetivam a avaliação na sua relação com a qualidade (SHALEM; ALLAIS; STEINBERG, 2004;CARLESS;JOUGUIN;LIU, 2006;WILIAM, 2011;FERNANDES, 2014). Associado a este movimento, parte-se da ideia de que a participação dos órgãos de gestão da escola nos processos avaliativos e na tomada de decisões curriculares é uma condição essencial à melhoria das aprendizagens.…”

Section: Introductionunclassified

O Papel dos Órgãos de Gestão da Escola na Avaliação da Aprendizagem: entre a burocracia e a melhoria

Marinho¹,

Leite²,

Fernandes³

2019

Meta: Aval.

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O artigo apresenta um estudo que teve como objetivos conhecer o papel dos órgãos de gestão da escola nos modos como contemplam a avaliação para a tomada de decisões e as possibilidades que essa ação pode oferecer para melhorar as aprendizagens. Para isso, foram recolhidos dados por entrevistas semiestruturadas a professores coordenadores de departamentos curriculares, coordenadores de grupos disciplinares e coordenadores de diretores de turma, em duas escolas portuguesas da escolaridade básica que apresentam resultados opostos nos exames nacionais. A análise dos discursos dos entrevistados permitiu saber que, embora os órgãos de gestão das duas escolas tenham responsabilidades na avaliação dos alunos, nem sempre o fazem de forma a que ela apoie culturas colaborativas e a tomada de decisões geradoras de melhoria das aprendizagens. Mostrou ainda que esta situação não foi distinta em função das caraterísticas diferenciadas dos alunos que frequentam cada uma das escolas estudadas.

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Avaliação, qualidade e equidade

Cited by 18 publications

References 7 publications

The curriculum in school external evaluation frameworks in Portugal and England

The curriculum in school external evaluation frameworks in Portugal and England

Tutoring in Distance Education: New Proposals, Challenges and Reflections

O Papel dos Órgãos de Gestão da Escola na Avaliação da Aprendizagem: entre a burocracia e a melhoria

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