Institutional self-assessment: other (im)possible meanings of assessment?
In this article, we analyze the institutional self-assessment that integrates the Education Evaluation System of Niterói (SAEN) in the state of Rio de Janeiro. The aim is to discuss its constitution process in a context of centrality of evaluation policies, supporting it as a possibility for the sch...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2019 |
| Country: | Brasil |
| Institution: | Fundação Carlos Chagas (FCC) |
| Repository: | Estudos em Avaliação Educacional |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/5829 |
| Online Access: | https://publicacoes.fcc.org.br/eae/article/view/5829 |
| Access Level: | Open access |
| Keyword: | Autoavaliação Avaliação Institucional Autoavaliação Institucional Qualidade da Educação Autoevaluación Evaluación Institucional Autoevaluación Institucional Calidad de la Educación Self-Assessment Institutional Assessment Institutional Self-Assessment Quality of Education |
| Summary: | In this article, we analyze the institutional self-assessment that integrates the Education Evaluation System of Niterói (SAEN) in the state of Rio de Janeiro. The aim is to discuss its constitution process in a context of centrality of evaluation policies, supporting it as a possibility for the schools to produce policies as production of meanings of evaluation beyond the logic of accountability, putting other meanings of quality in dispute. From post-structural contributions, we assume the understanding of the policies as the struggle for meaning, which occurs between tensions, negotiations, and translations. We conclude by arguing that the analytical experience allows us to propose centered and centralized evaluation policies that have gained prominence in the educational field. |
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