A experiência de autoavaliação institucional da Escola Municipal Professor Ascendino Henriques de Almeida Júnior

Abstract

This dissertation aims to analyze the experience of institutional self-evaluation developed at the Municipal School Professor Ascendino de Almeida, of the municipal network of Natal, Rio Grande do Norte, considering the participation of the educational subjects in each process. It is understood, however, that the institutional self-assessment of schools of basic education can be constructed from parameters that favor the participation and consider the reality of the subjects, aiming to offer fund to the improvement of the quality of their educational work. It is a qualitative research, which used as procedures the review of the literature, documentary analysis and the semistructured interview with professionals of the mentioned school. The research allowed to understand that the self evaluative practice applied in the Municipal School Professor Ascendino de Almeida, made possible a reflection process and educational changes, especially in what refers to school management. On the one hand, the evaluation of the administrative work of the school provided a general analysis of the work developed, based on systematic records of daily school life, performed by management. The management team developed the evaluation questionnaires and community participation was restricted to the agreement of the professionals to participate in the self-evaluation and the response to the questionnaires, thus constituting a limited participation process. On the other hand, this information subsidized the participation of the professionals (manager, pedagogical coordinator, teachers, etc.) in the elaboration of management and curricular plans, a finding that shows greater involvement of the educational actors involved in this process. The analyzed process demonstrated the coexistence of conflicting management models, because, although the school claims to experience democratic management, teacher and employee evaluations demonstrate managerial inspiration, which emphasizes accountability for results. Despite this, the school professionals are unanimous in affirming the importance of democratic management and institutional self-evaluation in promoting a self-analysis of conduct and in directing school actions. Thus, it is concluded that the experience of self-evaluation developed in the school was very important, since it allowed professionals to reflect on their actions in order to improve the institution as a whole, but the experience itself was not characterized as particular but in a single process of the institution that had positive endorsements.