From curricular justice to educational improvement: What is the role of schools’ self-evaluation?

Abstract

This article presents a study that aimed to understand the contributions of self-evaluation (SE) processes towards the development of curricular and social justice and educational improvement. The study focuses on data collected from the schools’ external evaluation (SEE) process and from the TEIP programme (Educational Territories of Priority Intervention) implemented in Portugal, namely, 144 SEE reports from 2012/2013 and 3 interviews to the responsible people for the educational project from a TEIP school. The collected data were analysed by content analysis using NVivo software, showing that the external evaluation of education systems can be one of the pillars in achieving justice when it causes a pedagogical intervention which reaffirms the links between curriculum, teaching and students’ learning. It also shows that SEE processes can have empowering potential when social justice and equity principles are present throughout its development and with the support of critical friends.

Curriculum Policies and Their Articulations on the Perspective of a More Democratic Education

“…Under this perspective, the assumption indicates that a greater curricular (SANTOMÉ, 2013) and cognitive (CORTESÃO, 2011) justice leads to social justice (CONNELL, 1995(CONNELL, , 1999(CONNELL, , 2012. For it to occur, educational policies that follow this matrix need to recognize that the school and its agents have the power to decide on processes of elaborating a curriculum that solidifies social justice principles (LEITE, 2002a(LEITE, , 2002b(LEITE, , 2012SAMPAIO;LEITE, 2017). This is the primary assumption in a school project from everyone and for everyone, that is, a school that seeks to comply with and construct the principle of opportunity equality for all social groups, for which education is destined.…”

Autoavaliação E Justiça Social Na Avaliação Das Escolas Em Portugal

“…O discurso deste entrevistado está alinhado com o reconhecimento da importância da AEE na promoção de uma cultura de AA expresso pelo Conselho Nacional de Educação (CNE, Parecer n. 3/2010) que enfatizou a relevância do desenvolvimento de processos de AA, impulsionados pela AEE, para se obter informação acerca dos modos como decorre o ensino e a aprendizagem. Por sua vez, no âmbito da AEE, a AA é encarada como fundamental para que as escolas percebam e tomem consciência das ações que desenvolvem e das decisões que adotam (ROCHA, 2012;LEITE, , 2017. Nessa linha de pensamento, para que a equidade seja alcançável, é importante combater o abandono e a retenção escolares, para evitar situações geradoras de exclusão social.…”

Pero… ¿A qué nos Referimos Realmente con la Evaluación Formativa y Compartida?: Confusiones Habituales y Reflexiones Prácticas

“…Suele otorgarse el peso principal de la "buena educación" a la cantidad de contenidos que un alumno puede asumir, en muchos casos ingerir, cuando la realidad nos demuestra día tras día que esto no se traduce en la adquisición de verdaderas competencias. La clave de nuevo se centra más en el cómo que en el qué, siendo necesario el desarrollo de la totalidad de capacidades del estudiante a través de la propuesta de proyectos de trabajo que conexionen con la realidad (Sampaio y Leite, 2017). Esto no está reñido con que se deje de lado el esfuerzo, la dedicación o la constancia, pero es que difícilmente alguien puede dedicar tiempo a algo que le desmotiva totalmente desde el inicio.…”