Resumo

AFONSO, Almerindo Janela. Políticas educativas e auto-avaliação da escola pública portuguesa: apontamentos de uma experiência. Est. Aval. Educ. [online]. 2010, vol.21, n.46, pp.343-361. ISSN 0103-6831.

The central role that evaluation has taken on over the last few decades, in a variety of national contexts, shows no signs of abating and, on the contrary, seems to be expanding to very different domains, beyond the field of education. The institutional evaluation of schools, or simply the evaluation of schools, as part of the impetus for evaluation that has been driven by, among others, political-ideological, educational, economic and cultural factors, can be tied to, depending on the cases, different models and experiences which are themselves at very different stages of implementation and consolidation. In the Portuguese case, the evaluation of schools began to gain some visibility throughout the 1990s, for example with the School Quality Observatory, and evolved cautiously until it managed to achieve some impact in the following decade with the Integrated Evaluation of Schools programme. The implementation of another model is currently underway, the External Evaluation of Schools, where all state educational establishments have been, or will be, included in the same evaluation cycle (2006-2011). Bearing this experience in mind, this article briefly contextualizes and critically reflects essentially on the self-evaluation component of this last model of institutional evaluation of Portuguese schools.

Palavras-chave : Education Policies; Institutional Evaluation; Self-Evaluation; Portugal; Schools.

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