<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0103-6831</journal-id>
<journal-title><![CDATA[Estudos em Avaliação Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Est. Aval. Educ.]]></abbrev-journal-title>
<issn>0103-6831</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0103-68312019000200536</article-id>
<article-id pub-id-type="doi">10.18222/eae.v30i74.5860</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AVALIAÇÃO EXTERNA DAS ESCOLAS: LÓGICAS POLÍTICAS DE AVALIAÇÃO INSTITUCIONAL]]></article-title>
<article-title xml:lang="es"><![CDATA[EVALUACIÓN EXTERNA DE LAS ESCUELAS: LÓGICAS POLÍTICAS DE EVALUACIÓN INSTITUCIONAL]]></article-title>
<article-title xml:lang="en"><![CDATA[EXTERNAL EVALUATION OF SCHOOLS: POLICY RATIONALE OF INSTITUTIONAL EVALUATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SOUSA]]></surname>
<given-names><![CDATA[JOANA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PACHECO]]></surname>
<given-names><![CDATA[JOSÉ A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>30</volume>
<numero>74</numero>
<fpage>536</fpage>
<lpage>556</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312019000200536&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312019000200536&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312019000200536&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Em tempos de políticas educativas pautadas pela accountability, o aumento de sistemas de avaliação institucional é um aspeto marcante dos sistemas educativos. Neste artigo apresentam-se os resultados de uma investigação realizada em Portugal, baseada nas perceções dos atores educativos em resposta ao problema: que impacto e efeitos produz a Avaliação Externa das Escolas (AEE), considerando a melhoria da escola, o envolvimento da comunidade e a implementação de políticas de accountability. Apesar do posicionamento crítico dos atores educativos face à AEE, os resultados indiciam a aceitação do quadro de referência do modelo, provocando os efeitos de legitimação e procedimentais que promovem a ossificação de práticas curriculares e pedagógicas, destacando-se a importância da ênfase numa avaliação institucional formativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En épocas de políticas educativas guiadas por la accountability, el aumento de sistemas de evaluación institucional es un aspecto significativo de los sistemas educativos. En este artículo presentamos los resultados de una investigación llevada a cabo en Portugal, basada en las percepciones de los actores educativos como respuesta al problema: ¿qué impacto y efectos produce la Evaluación Externa de Escuelas (AEE), considerando la mejora escolar, la implicación de la comunidad e la implementación de políticas de accountability? A pesar del posicionamiento crítico de los actores educativos en relación a la AEE, los resultados indican la aceptación del marco de referencia del modelo, provocando los efectos de legitimación y procedimentales que promueven la osificación de prácticas curriculares y pedagógicas, destacando la importancia del énfasis en la evaluación institucional formativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[AVALIAÇÃO EXTERNA]]></kwd>
<kwd lng="pt"><![CDATA[AVALIAÇÃO INSTITUCIONAL]]></kwd>
<kwd lng="pt"><![CDATA[ACCOUNTABILITY]]></kwd>
<kwd lng="pt"><![CDATA[PORTUGAL.]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN EXTERNA]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN INSTITUCIONAL]]></kwd>
<kwd lng="es"><![CDATA[ACCOUNTABILITY]]></kwd>
<kwd lng="es"><![CDATA[PORTUGAL.]]></kwd>
<kwd lng="en"><![CDATA[EXTERNAL EVALUATION]]></kwd>
<kwd lng="en"><![CDATA[INSTITUTIONAL EVALUATION]]></kwd>
<kwd lng="en"><![CDATA[ACCOUNTABILITY]]></kwd>
<kwd lng="en"><![CDATA[PORTUGAL.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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