A avaliação de desempenho docente vista por professores: realidades, expetativas, desafios e oportunidades

A avaliação de desempenho docente tem sido considerada o alfa e o ômega dos sistemas educativos, nas últimas décadas. Em Portugal, desde 2007, esta questão tornou-se mais acutilante devido às alterações introduzidas no Estatuto da Carreira Docente que originaram uma alteração profunda nas práticas de avaliação do desempenho docente. A implementação do novo modelo despoletou forte resistência por parte destes profissionais, alimentada por uma base concetual distante da realidade das escolas portuguesas e por tibiezas na execução do processo de avaliação. O principal objetivo deste estudo consistiu em apresentar os contributos de professores para um modelo de avaliação do desempenho docente, assumindo as expetativas e as perceções destes profissionais como referente imprescindível para a sustentabilidade avaliativa do modelo. Para além disso, procedeu-se a uma breve descrição e avaliação do modelo de avaliação docente, implementado entre 2007 e 2011, recuperando perceções depuradas pelo tempo. O estudo, descritivo e inferencial, conciliou abordagens de natureza quantitativa e qualitativa, tendo recorrido a um questionário, aplicado a 585 docentes em funções no Algarve, e à entrevista, realizada a quatro informadores privilegiados do processo avaliativo. Os resultados alcançados apontaram para i) de um conjunto de pareceres favoráveis face a alguns aspetos do modelo de avaliação vigente entre 2007 e 2011; ii) uma avaliação globalmente negativa do mesmo modelo, iii) a definição de componentes das diferentes dimensões de modelo avaliativo, onde se identificou a preponderância da vertente formativa; a articulação da avaliação dos docentes com a avaliação de escola e com outros documentos de gestão escolar; a coincidência dos ciclos avaliativos com a progressão na carreira; a autoavaliação como principal instrumento de recolha de dados; a observação facultativa de aulas; a existência de avaliadores com formação em supervisão ou avaliação e capacitados com um perfil adequado; e o uso dos resultados da avaliação para a melhoria das práticas letivas e para a progressão na carreira, sendo ainda de considerar a possibilidade de acionar mecanismos de recuperação, caso existissem indicadores de insucesso na prática profissional do docente. O estudo termina com o enunciado de recomendações para a reconceptualização do modelo de avaliação dos docentes, permitindo reconhecer e eliminar os fatores conflituantes, tendo em vista a concretização da avaliação docente como estratégia impulsionadora da melhoria do desempenho dos professores, da escola e do sistema educativo. Palavras-chave: avaliação educacional; avaliação de desempenho docente; modelos de avaliação de desempenho docente; desenvolvimento profissional do professor, educadores e professores dos ensinos básico e secundário; ABSTRACT:Teacher performance appraisal has been considered the alpha and omega of educational systems in recent decades. In Portugal, since 2007, this issue has become more incisive due to amendments to the Teaching Career Statute that brought deep changes in assessment practices of teacher performance. The application of the new system has triggered strong resistance by these professionals, powered by a distant conceptual basis of the reality of Portuguese schools and weaknesses in the implementation of the appraisal process. The aim of this study is to present the teachers contributions to this teacher performance appraisal model, taking the expectations and perceptions of these professionals as an essential reference for the sustainability of the appraisal process. In addition, a brief description and evaluation of the teacher performance appraisal model, implemented between 2007 and 2011, was given, recovering perceptions filtered by time. The study, descriptive and inferential, reconciled quantitative and qualitative approaches, has used a questionnaire applied to 585 teachers serving on the Algarve, and an interview to four held key informants of the teacher appraisal process. The achieved results showed i) a set of favorable opinions about some aspects of the current evaluation model between 2007 and 2011; ii) a generally negative evaluation of the same model, iii) the definition of components of different dimensions of the appraisal system, which showed preponderance of formative purposes; the joint assessment of teachers with school evaluation and other school management documents; the coincidence of the evaluation cycles with career advancement; self-evaluation as the main data collection instrument; the optional classroom observation; the existence of evaluators under supervision in training or evaluation and empowered with the right profile; and the use of evaluation results to improve teaching practices and to career advancement, still considering the possibility of using recovery mechanisms if there were failure indicators in professional teaching practice. The study ends with the statement of recommendations for the reconceptualization of teacher performance appraisal, which allowed to recognize and eliminate conflicting factors, with a view to implementing the teaching appraisal as a compelling strategy for improving teacher performance, school and educational system. Keywords: educational evaluation; teacher performance appraisal; teacher performance appraisal systems; teacher professional development; early years teachers, primary and secondary school teachers.

Tracing the Cambro-Ordovician ferrosilicic to calc-alkaline magmatic

U–Pb geochronological study of zircons from nodular granites and Qtz-diorites comprising part of Variscan high- grade metamorphic complexes in Gredos massif (Spanish Central System batholith) points out the significant presence of Cambro-Ordovician protoliths among the Variscan migmatitic rocks that host the Late Carboniferous intrusive granitoids. Indeed, the studied zone was affected by two contrasted tectono-magmatic episodes, Car- boniferous (Variscan) and Cambro-Ordovician. Three main characteristics denote a close relation between the Cambro-Ordovician protholiths of the Prado de las Pozas high-grade metamorphic complex, strongly reworked during the Variscan Orogeny, and other Cambro-Ordovician igneous domains in the Central Iberian Zone of the Iberian Massif: (1) geochemical features show the ferrosilicic signature of nodular granites. They plot very close to the average analysis of themetavolcanic rocks of the Ollo de Sapo formation (Iberia). Qtz-diorites present typical calc-alkaline signatures and are geochemically similar to intermediate cordilleran granitoids. (2) Both Qtz-diorite and nodular granite samples yield a significant population of Cambro-Ordovician ages, ranging between 483 and 473 Ma and between 487 and 457 Ma, respectively. Besides, (3) the abundance of zircon inher- itance observed on nodular granites matches the significant component of inheritance reported on Cambro- Ordovician metagranites and metavolcanic rocks of central and NW Iberia. The spatial and temporal coincidence of both peraluminous and intermediate granitoids, and specifically in nodular granites and Qtz-diorite enclaves of the Prado de las Pozas high-grade complex, is conducive to a common petrogenetic context for the formation of both magmatic types. Tectonic and geochemical characteristics describe the activity of a Cambro-Ordovician arc-back-arc tectonic set- ting associated with the subduction of the Iapetus–Tornquist Ocean and the birth of the Rheic Ocean. The exten- sional setting is favorable for the generation, emplacement, and fast rise of subduction-related cold diapirs, supported by the presence of typical calc-alkaline cordilleran granitoids contemporary with ferrosilicic volcanism.