Gest��o da qualidade e o modelo Common Assessment Framework (CAF). Reflex��o sobre a evolu����o recente nos Servi��os Acad��micos da Universidade de ��vora

As expetativas e exig��ncias crescentes dos cidad��os face ao servi��o p��blico introduziram uma nova orienta����o nos processos de reforma e moderniza����o administrativa. �� neste contexto que surge o modelo de autoavalia����o Common Assessment Framework (CAF), que est�� essencialmente direcionado para a administra����o p��blica, com o fim de promover a melhoria cont��nua dos servi��os. Neste estudo pretende-se analisar a aplicabilidade da CAF como ferramenta de autoavalia����o dos servi��os p��blicos nos Servi��os Acad��micos da Universidade de ��vora (SAC), bem como verificar o impacto que a aplica����o da CAF teve nos SAC, ap��s o estudo realizado por Nogueira (2008), e efetuar um diagn��stico junto dos alunos, colaboradores e gestores para avaliar os processos desenvolvidos, bem como averiguar o seu grau de satisfa����o. Para atingir os objetivos propostos foi aplicado um inqu��rito por question��rio junto dos alunos, colaboradores e gestores dos SAC. Os resultados obtidos permitiram extrair os pontos fortes (e.g. bons procedimentos para acolhimento e integra����o dos colaboradores, gestores n��o resistentes �� mudan��a), evidenciar os pontos fracos (e.g. tempo de obten����o de respostas ��s solicita����es efetuadas, atendimento telef��nico desadequado), e enumerar as sugest��es de melhoria para o servi��o (e.g. maior n��mero de funcion��rios a fazer atendimento, hor��rios de abertura e de atendimento mais alargados); ABSTRACT: Expectations and increased demands of citizens on the public service introduced a new orientation in the reform and administrative modernization. lt is in this context that the model of self-assessment Common Assessment Framework (CAF), which is primarily directed to the government, in order to promote continuous improvement of services. This study aims to analyze the applicability of the CAF as a self-assessment tool of public services at the Academic Services of the University of ��vora (SAC) and verify the impact that the implementation of the CAF had the SAC after the study by Nogueira (2008) and make a diagnosis with the students, employees and managers to assess the processes developed and ascertain their degree of satisfaction. To achieve the proposed objectives a questionnaire was applied to students, employees and managers of SAC. The results allowed to draw on the strengths (eg: good procedures for reception and integration of employees, not resistant to change managers), highlight the weaknesses (eg: time to obtain answers to made requests, inadequate telephone service), and list suggestions improvement for the service (eg: greater number of employees to service, opening hours and more extensive service).

As habilidades sociais em dependentes de ��lcool: Um estudo explorat��rio

A vida social de um indiv��duo dependente do ��lcool �� na maioria das vezes um factor de risco para continuar ou aumentar o consumo excessivo de bebidas alco��licas. Um dos grandes fracassos do alco��lico �� n��o cumprir adequadamente um papel social desejado, o que resulta em preju��zos para si mesmo e para os outros. O indiv��duo que abusa no consumo, depressa perde a sua reputa����o junto de colegas, amigos e familiares, o que o deixa mais intolerante �� frustra����o e aumenta o consumo. A mentira toma-se ent��o sua aliada, pois atrav��s dela ele vai reduzindo a ansiedade causada pelo fracasso na vida social e que os outros teimam em deixar bem n��tido. Identificar os problemas sociais dos quais o indiv��duo padece, �� fundamental para planear melhor uma estrat��gia de interven����o, quer seja ela de preven����o, de psicoterapia ou de reabilita����o. Os programas de tratamento habitualmente propostos para a abordagem dos problemas derivados do consumo de ��lcool centram a sua aten����o, quase exclusivamente, no comportamento aditivo como guia orientador da interven����o e como indicador objectivo do ��xito do pr��prio programa Mas na maioria dos casos o comportamento aditivo �� sim a manifesta����o mais objectiva de um profundo desajuste entre o sujeito consigo mesmo e com o seu meio ambiente. �� por isso, objectivo dos processos de recupera����o oferecer-lhe a possibilidade de recuperar a cren��a na palavra ou aprender o seu valor como meio de comunica����o fundamental entre os homens. Para al��m de possibilitar aos sujeitos dependentes de ��lcool este valor, importa tamb��m incutir nos sujeitos o valor positivo de viver com limites; pois s��o especialistas em tentar sabotar a ac����o dos t��cnicos e em descobrir as suas debilidades para as utilizarem em seu interesse. Importa por isso, que aprendam o valor das leis e a utilidade, para todos, de cumpri-las (Kalina, 2001). Assim, o treino de habilidades sociais constitui uma parte importante dos tratamentos para os sujeitos com problemas de abuso de ��lcool e drogas. Foi nesse sentido que nos propusemos a identificar o n��vel de habilidades sociais em pessoas dependentes de ��lcool. O estudo que desenvolvemos �� de car��cter explorat��rio/descritivo, para o qual opt��mos por utilizar uma metodologia quantitativa. A amostra foi constitu��da por 229 indiv��duos, do sexo masculino, dependentes de ��lcool, em institui����es nacionais de refer��ncia na ��rea da alcoologia O instrumento de recolha de dados �� constitu��do por um Question��rio de dados s��cio demogr��ficos, uma Escala de Habilidades Sociais e uma Escala de Auto-aprecia����o Pessoal. Constatamos que a amostra constitu��da por indiv��duos dependentes de ��lcool apresenta uma pontua����o m��dia na Escala de Habilidades Sociais de 89.96, equivalente ao percentil 55 na tabela de parametriza����o de Gismero (2002). Este valor �� claramente inferior ao conseguido por qualquer uma das outras amostras analisadas, seja a do estudo preliminar, seja a do estudo comparativo, constitu��da por indiv��duos da popula����o em geral e que conseguiram um percentil 70. ABSTRACT; The social life of a person dependent on alcohol is, most of the time, a risk factor to continue or increase the alcohol excessive consumption. One of the alcoholic failures is the fact that he is unable to perform an adequate social role, to the detriment of himself and others. A person, who abuses alcohol consumption, soon loses his reputation next to his colleagues, friends and relatives, which makes him intolerant of frustration and increases the alcohol consumption. To lie becomes his best ally, because it helps him to reduce the anxiety caused by the failure of his social life, what is promptly pointed out by others. To identify the individual social problems is essential to plan the best intervention strategy. This can be of prevention, psychotherapy or rehabilitation. The treatment programmers, usually proposed to deal with the problems caused by alcohol consumption, focus almost exclusively on the addictive behaviour, as a guide line for the intervention and as an objective indicator of the success of the programme itself. But, in most cases, the addictive behaviour is an objective manifestation of a deep break off of the individual with himself and with his environment. That is why the aim of the recuperation process is to offer the individual the possibility to recover their belief on the word or to learn its value as an essential means of communication for men. Besides getting the message trough, it is also important to make the individuals aware of the positive value of living within limits. These individuals are specialists on trying to sabotage the technicians��� actions, discovering their weaknesses so they can use them on their own behalf. That is why it is so important that they learn the value of rules and the importance of accomplishing them (Kalina, 2001). Therefore, the training of the social skills is an important part of the treatment of individuals with problems of alcohol or dugs addiction. So, we committed ourselves to identifying the level of social skills on people who have an alcohol addiction. The study we developed is exploratory/ descriptive and we chose to use a quantitative methodology. The sample was of 229 male alcohol dependent individuals, staying in national institutes of reference in the area of alcohol abuse and alcoholism. The means to collect data were a social demographic data questionnaire, a scale of social skills and a scale of personal self- assessment. We realized that the sample of alcohol dependent individuals presents an average score in social skills of 89.96, equivalent to a percentile of 55 in the parameterization of Gismero (2002). This is clearly a lower value than the one obtained by any other sample we analyzed, whether in the preliminary study or in the comparative study, constituted by individuals of the common population that achieved a percentile of 70.

A avalia����o das escolas: efeitos da avalia����o externa nas din��micas de autoavalia����o da escola

No contexto educativo portugu��s existem, atualmente, orienta����es legais para que as escolas sejam, por um lado, sujeitas a processos de avalia����o externa e, por outro, induzidas a criar mecanismos de autoavalia����o. Embora a escola seja, pelo menos em parte, um ���locus de produ����o normativa���, na pr��tica n��o tem sido f��cil o di��logo entre a avalia����o externa e os processos de mudan��a e melhoria, atrav��s da autoavalia����o institucional. Num contexto onde as politicas nem sempre criam os est��mulos e as condi����es adequadas, a a����o organizacional em torno dos processos avaliativos acaba por refletir o jogo dos atores. Face �� ���natureza pol��tica��� da avalia����o, as escolas e os seus atores recorrem a ���solu����es organizacionais��� que lhes permitem, em fun����o dos interesses e dos objetivos individuais e organizativos, gerir as press��es e as expetativas do seu meio institucional. O presente trabalho pretende encontrar respostas sobre os efeitos do programa de avalia����o externa das escolas (AEE) nas din��micas de autoavalia����o e nos planos de a����o para a melhoria da escola. Trata-se de uma investiga����o inserida numa matriz de cariz essencialmente qualitativo que opta pelo estudo de casos m��ltiplos. A informa����o foi recolhida atrav��s de v��rias fontes: observa����o direta, grupo focal (focus group), entrevistas, inqu��rito por question��rio e an��lise documental. Os resultados tendem a evidenciar que as organiza����es educativas, nas respostas ��s prescri����es externas para a avalia����o e melhoria da escola recorrem a estrat��gias e t��ticas plurais, de tal modo que as mudan��as que ocorrem, mais do que respostas �� necessidade de efic��cia e melhoria interna da escola, traduzem-se em processos de adapta����o, que variam consoante as tens��es existentes entre o contexto institucional e o ambiente competitivo onde as escolas est��o 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.

Relat��rio da pr��tica de ensino supervisionada realizado no agrupamento n�� 2 de ��vora, Escola B��sica Integrada Andr�� de Resende e Escola

Este Relat��rio corresponde �� Unidade Curricular da Pr��tica de Ensino Supervisionada (PES), do Curso de Mestrado em Ensino de Artes Visuais no 3�� Ciclo do Ensino B��sico e Secund��rio, desenvolvida no ano lectivo 2009/2010, e tem como objectivo principal a auto-reflex��o sobre a pr��tica de ensino efectivada, pois a dimens��o reflexiva �� um factor fundamental na forma����o de professores. �� importante estar-se actualizado na reuni��o de um conjunto de conhecimentos e compet��ncias que permitam exercer correctamente a actividade profissional docente, mas n��o menos relevante �� a capacidade de se saber reflectir e auto-avaliar, enquanto professor, transmissor de saberes para uma melhoraria do ensino dos jovens e tamb��m das metodologias e estrat��gias educativas requeridas. ABSTRACT: Report of Supervised Teaching Practice conducted by C��tia Marisa Barrenho Casquinha, No.2 in the Group of ��vora, Andr�� de Resende Integrated Primary School and Gabriel Pereira High School, for the specialty master���s degree in Visual Arts Education in the 3rd Cycle Elementary and Secondary Education. This report corresponds to Supervised Teaching Practice (PES) curricular unit of the Master Course in Teaching Visual Arts at the 3 rd Cycle of Basic and Secondary Education, developed in 2009/2010, and has as main objective self-reflection on teaching practice considering the reflective dimension as a key factor in teacher education. It is important to be updated on a set of knowledge and competences to properly exercise teaching professional activity, but not least is the ability to reflect and learn self-assessment practices as a teacher, transmitter of knowledge, in order to improve youngster education and also the required methodologies and educational strategies.

Interven����o e avalia����o inclusivas: estudo de caracteriza����o do desenvolvimento do potencial em jovens com necessidades espec��ficas

Este estudo centra-se na interven����o e avalia����o inclusivas com o objectivo de caracterizar o desenvolvimento do potencial de alunos, com necessidades educativas espec��ficas que desenvolvem projectos inovadores. A fundamenta����o te��rica apoia-se no modelo inclusivo de Ainscow (1998) que prop��e uma avalia����o ajustada �� diversidade dos alunos, reorganiza����o das escolas para responder adequadamente a todos, e nos modelos sobre potencial humano de Gardner (2000) e Sternberg (1985) focalizados na multiplicidade da intelig��ncia. No estudo emp��rico de car��cter qualitativo com metodologia de estudo de caso de 4 jovens da APPACDM - ��vora, utilizaram-se como instrumentos de recolha de informa����o: entrevista; an��lise documental; portef��lios; observa����o/avalia����o de compet��ncias. Os resultados demonstraram que a avalia����o inclusiva centrada nas potencialidades facilita a caracteriza����o da funcionalidade de cada um na diversidade dos dom��nios do desenvolvimento. Os portef��lios fomentaram uma avalia����o follow-up, destacando-se a autoavalia����o, o registo das mudan��as do aluno, o feedback cont��nuo aos professores, aluno e fann1ia. ABSTRACT: This study focuses on the inclusive assessment and intervention in order to characterize the development potential of students with special educational needs who develop innovative projects. The theoretical framework relies on Ainscow's inclusive model (1998) which proposes an assessment tailored to student���s diversity, school���s reorganization to respond appropriately to everyone, and in models of human potential of Gardner (2000) and Sternberg (1985) focused at the multiplicity of intelligence. ln the empirical study of the qualitative methodology with a case study of 4 youths of APPACDM - ��vora, were used, as instruments for collecting information: interviews, documental analysis, portfolios, observation and evaluation skills. The results showed that inclusive assessment focused at the potentialities facilitates the characterization of the functionality of each one in the diversity of fields development. Portfolios fostered a follow-up evaluation, especially the self-assessment, registration of students changes and continuous feedback to teachers, students and families.

Cognitive Assessment System (CAS): Psychometric studies with Portuguese children from 7 to 15 years.

The Cognitive Assessment System (CAS) is a new measure of cognitive abilities based on the Planning, Attention, Simultaneous and Successive (PASS) Theory. This theory is derived from research in neuropsychological and cognitive Psychology with particular emphasis on the work of Luria (1973). According to Naglieri (1999) and Naglieri and Das (1997), the PASS cognitive processes are the basic building blocks of human intellectual functioning. Planning processes provide cognitive control, utilization of processes and knowledge, intentionality, and self-regulation to achieve a desired goal; Attention processes provide focused, selective cognitive activity and resistance to distraction; and, Simultaneous and Successive processes are the two forms of operating on information. The PASS theory has had a strong empirical base prior to the publication of the CAS (see Das, Naglieri & Kirby, 1994), and its research foundation remains strong (see Naglieri, 1999; Naglieri & Das, 1997). The four basic psychological processes can be used to (1) gain an understanding of how well a child thinks; (2) discover the child���s strengths and needs, which can then be used for effective differential diagnosis; (3) conduct fair assessment; and (4) select or design appropriate interventions. Compared to the traditional intelligence tests, including IQ tests, the Cognitive Assessment System (CAS) has the great advantage of relying on a modern theory of cognitive functioning, linking theory with practice.