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A (auto)avaliação das escolas: “virtudes” e “efeitos colaterais”
(2009) SA, Virgínio
Over the last two decades, in very different socio-political contexts, first in central countries, then in semi-peripheral and peripheral countries, the evaluative agenda, in its different configurations and domains of influence, has come to assume an enormous centrality. In the case of Portugal, the recent changes in the legislative framework that frame our schools and their professionals, with emphasis on the new status of the teaching career in non-higher education and the "indexation" of the much talked about autonomy contracts prior to the existence of self-evaluation processes and external evaluation, catapulted this issue to the front pages of the public agenda. The reasons for this (sudden) interest in issues of educational assessment in general, and institutional assessment in particular, are organized around a plurality of structuring axes affiliated with tensioned logics and rationalities, some more linked to concerns with control, others more in tune with an emancipatory agenda. In this text, we intend to discuss some of those logics and rationalities in tension, articulating them with the diversity of agents and agendas that evaluation can serve. More specifically, it seeks to highlight some of the "side effects" resulting from conceptions and evaluative practices that ignore, or despise, the assumption of the school as a "complex educational organization".