Resumo

SOUSA, JOANA  e  PACHECO, JOSÉ A.. EXTERNAL EVALUATION OF SCHOOLS: POLICY RATIONALE OF INSTITUTIONAL EVALUATION. Est. Aval. Educ. [online]. 2019, vol.30, n.74, pp.536-556.  Epub 22-Out-2019. ISSN 1984-932X.  https://doi.org/10.18222/eae.v30i74.5860.

In times of educational policies guided by accountability, the increase of institutional evaluation systems is a striking aspect of the educational systems. This article presents the results of a study conducted in Portugal, based on the perceptions of educational actors in response to the problem: What impact and effects do the External Evaluation of Schools (AEE) produce, regarding school improvement, community involvement and implementation of accountability policies?. Despite the critical positioning of the educational actors concerning the AEE, results indicate acceptance of the framework model triggering the legitimation and the procedural effects that promote the ossification of curricular and pedagogical practices, highlighting the importance of the emphasis on formative institutional evaluation.

Palavras-chave : EXTERNAL EVALUATION; INSTITUTIONAL EVALUATION; ACCOUNTABILITY; PORTUGAL..

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