School self-evaluation: between the exercise of participatory democracy and the simple bureaucratic exercise
DOI:
https://doi.org/10.5212/PraxEduc.v.19.23259.047Abstract
The self-evaluation process gives rise to a confrontation of rationalities that places, on the one hand, an instrumental and instrumentalizing self-evaluation and, on the other hand, a self-evaluation as an exercise in participatory democracy. In this context, the objective of this investigation was to understand how the educational actors of a Group of Schools participate in decision-making in the self-evaluation process. The study included quantitative and qualitative approaches, involving the application of a survey to a population of 217 teachers and the carrying out of 16 interviews, approved by the School Survey Monitoring service, of the Ministry of Education, Portugal. Summarized to the decision-making sphere of management bodies and their technostructures, it was concluded that participation in the self-evaluation process is devoid of an emancipatory action by its actors, which is why the path to a transformative self-evaluation that serves the democratic school has not yet been found.
Keywords: Self-assessment. Participation. Democratic school.
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