A avaliação das escolas: efeitos da avaliação externa nas dinâmicas de autoavaliação da escola

No contexto educativo português existem, atualmente, orientações legais para que as escolas sejam, por um lado, sujeitas a processos de avaliação externa e, por outro, induzidas a criar mecanismos de autoavaliação. Embora a escola seja, pelo menos em parte, um “locus de produção normativa”, na prática não tem sido fácil o diálogo entre a avaliação externa e os processos de mudança e melhoria, através da autoavaliação institucional. Num contexto onde as politicas nem sempre criam os estímulos e as condições adequadas, a ação organizacional em torno dos processos avaliativos acaba por refletir o jogo dos atores. Face à “natureza política” da avaliação, as escolas e os seus atores recorrem a “soluções organizacionais” que lhes permitem, em função dos interesses e dos objetivos individuais e organizativos, gerir as pressões e as expetativas do seu meio institucional. O presente trabalho pretende encontrar respostas sobre os efeitos do programa de avaliação externa das escolas (AEE) nas dinâmicas de autoavaliação e nos planos de ação para a melhoria da escola. Trata-se de uma investigação inserida numa matriz de cariz essencialmente qualitativo que opta pelo estudo de casos múltiplos. A informação foi recolhida através de várias fontes: observação direta, grupo focal (focus group), entrevistas, inquérito por questionário e análise documental. Os resultados tendem a evidenciar que as organizações educativas, nas respostas às prescrições externas para a avaliação e melhoria da escola recorrem a estratégias e táticas plurais, de tal modo que as mudanças que ocorrem, mais do que respostas à necessidade de eficácia e melhoria interna da escola, traduzem-se em processos de adaptação, que variam consoante as tensões existentes entre o contexto institucional e o ambiente competitivo onde as escolas estão inseridas; Abstract: The Evaluation of Schools: Effects of External Evaluation in the dynamics of Self-evaluation of Schools In the Portuguese educational context, there are currently legal guidelines for schools to be subject to external evaluation process, on the one hand, and on the other hand induced to create self-assessment mechanisms. Although the school is at least partly a "normative production locus", in practice the dialogue between the external evaluation and the processes of change and improvement through institutional self-assessment has not been easy. In a context where the policies do not always create the incentives and the right conditions, the organizational action around the evaluative process ends up reflecting the set of actors. Before the "political nature" of the evaluation, the schools and their actors recur to "organizational solutions" that allow them, in the interests of individual and organizational goals, to manage the pressures and expectations of its institutional environment. This work aims at finding answers to the effects of the External Schools Evaluation (ESE) programme, in the dynamics of self-evaluation and action plans for the improvement of school. It is an investigation inserted into an oriented matrix, essentially of qualitative nature that opts for multiple case studies. The information was collected through various sources: direct observation, focus group, interviews, questionnaire survey and document analysis. The results tend to show that educational organizations, in response to the external requirements for assessing and improving, use plural strategies and tactics. Similarly, the changes that occur in the structures, processes and practices, more than answers to the need for efficiency and indoor improvement of the school, result into adjustment processes, that change according to the existing tensions between the institutional context and the competitive environment where schools are located.

Contributos para a análise do ensino médio brasileiro: finalidades curriculares e rendimento escolar - o caso de uma escola pública de Fortaleza

Este estudo, configurou uma investigação de perfil misto, procurando congregar contributos qualitativos e quantitativos, tem como principal objetivo à análise do Ensino Médio brasileiro tentando verificar se as metas que este nível de ensino preconiza estão atendendo às expectativas educacionais de um público diversificado de alunos numa escola pública de Fortaleza. Para tal, realizamos a análise de entrevistas semiestruturadas a doze professores, e aplicamos questionários a 60 professores. Procedemos, também, à análise documental do Projeto Político Pedagógico da escola, das Diretrizes Curriculares e Orientações Curriculares Nacionais para o Ensino Médio, do Mapa Curricular da escola, bem como, o Relatório de notas dos alunos e a classificação dos mesmos no Exame Nacional do Ensino Médio (ENEM) referentes ao ano de 2012. O estudo evidencia a importância das estratégias de ensino, nomeadamente, a meritocracia no contexto escolar, a avaliação interna e externa nas dimensões: ensino aprendizagem e resultados do rendimento escolar, formação e prática docente, o trabalho da equipe escolar, a estrutura da escola, e ainda, a gestão e autonomia nas escolas, mas principalmente, as ideias dos participantes do estudo sobre a importância de trabalhar com uma estrutura de ensino vocacionado composto por áreas e disciplinas que atenda as intenções profissionais e acadêmicas do aluno; ABSTRACT: This study, set up a mixed profile research, looking gather qualitative and quantitative contributions, aims to analyze the Brazilian high school trying to understand if the goals that this level of education advocates are meeting the educational expectations of a diverse audience of students in public school in Fortaleza. To this end, we conducted semi-structured interviews to twelve teachers, e apply questionnaires to 60 teachers. Proceeded, too, the documentary analysis of the school Pedagogical Policy Project, the National Curriculum Guidelines and Curriculum Guidelines for Secondary Education, Curriculum Map of the school and the students' notes Report and the classification thereof in the Exame Nacional do Ensino Médio (ENEM) the brazilian national examination to High School graduates for the year 2012. The study highlights the importance of teaching strategies in particular meritocracy in the school context, internal and external evaluation dimensions: teaching and learning results in school performance, training and teaching practice, the work of the school team, the school structure, and also the management and autonomy in schools, but mainly the ideas of the study participants about on the importance of working with a vocationed teaching structure consists of areas and disciplines that will meet future professional and academic intentions of the student.

Contributos da avaliação exterrna em dois agrupamentos do Alentejo

O presente trabalho de investigação teve como ponto de partida a questão "O contrato de autonomia representa ou não uma mais-valia no processo de desenvolvimento da organização escola?'; assumindo esta o eixo central deste trabalho: "Contributos da Avaliação Externa em dois Agrupamentos do Alentejo'’. Neste sentido, foram definidas algumas hipóteses de trabalho: em termos de visão/estratégia procurámos verificar se uma liderança forte, com objetivos definidos e hierarquizados, apresentando uma nova forma de gerir o currículo, provocará na escola uma maior aptidão para atingir as metas estabelecidas; quanto à motivação/empenho, se os órgãos de gestão da escola assumirem o processo de decisão e se responsabilizarem pelo mesmo, este facto constituirá uma mais-valia para a escola de modo a alcançar as metas propostas; no que concerne ao campo da inovação, procurámos constatar se a escola procura novos caminhos, novas soluções, facto esse que motivará o seu reconhecimento pela excelência; por último as parcerias e projetos, ou seja verificar se a existência de parcerias cativas e outras formas de associação favorecem o projeto de autonomia da escola. No que concerne ao estudo empírico, optámos por uma metodologia que privilegiou o estudo qualitativo dos dados apurados. Após apresentação dos dados recolhidos, da respetiva análise e interpretação, emitimos as nossas conclusões, entre as quais o facto da avaliação externa ter sido um facto de mudança na vida dos dois agrupamentos. Quer seja como fator de mudança e motivação para o crescimento do agrupamento como um todo, quer seja como fator de união de um agrupamento, trazendo à luz do dia as virtudes e os constrangimentos, encontrando soluções e caminhos através de um projeto de autonomia que se tornou um símbolo de todos. ABSTRACT: This work of investigation had as a starting point whether the question "The autonomy of schools becomes or not a better value in the development of the school organization?" being in the central issue of this thesis - "The contribution of externa! evaluation in two school groups from Alentejo". ln this sense, some hypothesis were defined: concerning vision/strategy we dryed to verify if a strong leadership with defined and hierarchyed objectives demonstrating new ways of managing the curriculum makes the school more capable of reaching the pre-established goals; concerning motivation/commitment, if the school management assumes the process of decision and take responsibility for it, will this be a best value for the school, in order to achieve their goal; relating to innovation, we try to establish if the school demands new ways, new solutions, bringing recognition "par excellence"; finally partnerships and projects, which intends to verify if the existence of active partnerships and others forms of association, would benefit the autonomy of the school. ln what concerns the empirical study we decided to choose a methodology which benefited the qualitative of gathered data. After the presentation of the collected results, its analysis and interpretation, we came to the conclusion, among others, that the external evaluation had been a drive for change in the two school groups. Whether as a factor of change and motivation for the development of the whole group, as well as a factor of union, bringing up the virtues and the mistakes, finding solutions and new ways through a project of autonomy which became a reference for everyone.

Ranking e qualidade educativa. Uma relação (im)provável? Um estudo em duas escolas públicas

Com o presente trabalho pretendemos compreender eventuais relações entre a posição de uma escola no ranking dos exames nacionais do 9.º ano do ensino básico e a qualidade do serviço educativo prestado. O estudo decorreu em dois agrupamentos de escolas com posições diferenciadas nas listas de ordenação (rankings) publicadas no ano de 2013. Recolhemos informação através de entrevista aos diretores dos órgãos de gestão, análise documental e inquérito por questionário. Adotámos metodologia qualitativa e quantitativa cujos dados foram triangulados e analisados à luz do quadro teórico. A posição bastante diferenciada entre os dois agrupamentos no ranking (249.º e 848.º, respetivamente) não parece estar relacionado com a prestação do serviço educativo, para além de a classificação ser a mesma nos relatórios de avaliação externa, as diferenças identificadas através dos questionários e das entrevistas são pontuais e pouco relevantes reforçando que efetivamente a posição no ranking diz muito pouco sobre o trabalho realizado nas escolas, sobre as suas dinâmicas e lógicas de ação; Abstract: Ranking and educational quality. An (un)likely relationship? A study in two public schools With this study we aim to understand possible links between the ranking position of two different school based on the 9th grade’s national exams results and the quality of educational services provided. The study took place in two groups of schools with different ranking positions published in 2013. We collect information through interviews to the directors of the management bodies, document analysis and questionnaire survey. We adopted qualitative and quantitative methodology and data were triangulated and analyzed in the light of the theoretical framework. The rather unique position between the two groups in the rankings (249 and 848, respectively) does not seem to be related to the provision of educational services, as well as the classification is the same in the external evaluation reports, the differences identified by questionnaires and interviews are timely and very relevant stressing that effectively ranking position says very little about the work done in schools, on its dynamics and logics of action.

QUALITY EVALUATION OF 'SUNBURST' CHERRIES HARVESTED AT DIFFERENT RIPENESS STAGES .

The sweet cherry ‘Sunburst’ is highly appreciated by consumers due to its organoleptic traits. Regional producers tend to harvest cherries sooner in order to increase their profits. With the aim of understanding the consequences of this we have tested the effect of different ripeness stages at the moment of harvesting on fruit quality. Quality parameters tested included external colour (L*, a*, b*), fruit texture, total soluble solids (TSS), and titratable acidity (TA). To evaluate nutritional quality total antioxidant activity was measured too. Once again, and in agreement with results obtained in previous studies, we conclude that there is no advantage in picking less ripe cherries.

Evaluation of different postharvest conditions to preserve the amount of bioactive compounds, physicochemical quality parameters and sensory attributes of ‘Sweetheart’ cherries.

Sweet cherries (Prunus avium L.) ‘Sweetheart’ were harvested at different production regions from Portugal (Cova da Beira and Portalegre) and Spain (Valle de Jerte). Cherries were harvested at their commercial maturation according to the empirical knowledge of external color corresponding to good quality. Fruits were stored and evaluated in order to study their quality on the harvest day and during a period of 21 days, at cold storage (1 ºC, 95% RH). The sweet cherry ‘Sweetheart’ is a well-known variety and a highly appreciated one but fruits present a short shelf life. On the other hand the effect of different “terroir” on cherry characteristics should be known and clarified. Fruits from day 0, considered without storage, were kept at 20ºC and analyzed. Every weak, 3 replicas were randomly picked up and 10 fruits from each one were submitted to several analyses after fruit temperature stabilized at 20ºC. Several quality parameters were evaluated: external colour (L*, a*, b*), texture, soluble solids content (SSC), titratable acidity (TA) and the ratio between soluble solid contents (SSC) and tritratable acidity (TA). Fruits from different orchards and locations were significantly different according to these parameters. Fruits from Cova da Beira were less firm comparing with other two regions, Valle de Jerte and Portalegre, which may indicate a higher maturation rate at harvest in those fruits. This is in accordance with SSC/titratable acidity rate suggesting a late harvest in Cova da Beira comparing with other two orchards, however fruits from Cova da Beira exhibit a poor color at harvest. These results clearly showed a lower correlation between SSC and firmness considering fruits origin.

Allergological evaluation of a dog population in a veterinary immuno-allergology consultation: What correlates in a canine model

Introduction: Allergic dermatitis (AD) is the most common canine pruritic condition in veterinary dermatology. Allergic dermatitis to flea bites presents the highest prevalence, followed by atopic dermatitis and food AD. This study aimed to identify possible correlation between data from clinical signs, intradermal tests (IDT) and specific IgE levels, which are used in dog AD assessment. Methods: Fifty five dogs from the Veterinary Hospital of the University of Évora (Portugal) and Rof Codina University Hospital (Lugo, Spain) outpatient consultations were studied by means of clinical inquiry, IDT and specific IgE determination. Thirty five of the patients belonged to predisposed breeds, 30 were females and 25 males. Forty one (74%) were indoor. Results: In 82% of cases first clinical signs appeared before the age of 3 years and 24% even before 1 year old. In 70% of the individuals clinical signs included itching, which was generalized in 66%, with 78% of paw licking and chewing. Clinical profile showed seasonal worsening in 64% of cases. From the 69.1% of dogs already presenting with dermatitis, 50% also presented external otitis and 28.9% self-inflicted alopecia. "Intense itching" was found in 10.5%, "medium itching" in 81.6% and “mild itching” in 5.26% of the patients. Prevalence of positive IDT was 37.3 % to Lep d, 29.41% to Der f, 27.5% to Der p, 25.5% to Dac g and 21.6% to Malassezia sp. From the 37 dogs submitted to food IDT, 40.5% revealed positive to beef, 27% to chicken, 27% to porc and 5.4% to lamb. Specific IgE > 150 EAU was found in 84% of dogs to indoor allergen sources and in 68% to pollens. A negative correlation was found between an outdoor life and the intensity (p = 0.033) and precocity (p = 0.026) of clinical signs. Sensitization to pollens was found positively correlated with the seasonality of clinical signs (p = 0.001) and the positivity for Dac g (p = 0.007). The prevalence of chronic otitis correlated positively with alopecia and reactivity to Lep d (p = 0.008), Plantago lanceolata (p = 0.026) and Platanus acerifolia (p = 0.017). There was no correlation between the results of ITD and specific IgE. Conclusion: We can conclude that correlation between different clinical signs and positive testing for some allergenic sources may occur, as well as between sensitization to pollens and the beginning, the intensity and the seasonality of dog patient clinical signs.