Avaliação institucional no ensino fundamental

Abstract

This study examines the different forms of student participation in the process of agreed quality public school favored by democratic politics, as in the case of Participative Institutional Evaluation (Avaliação Institucional Participativa -AIP), implemented in the elementary schools of the Municipal Education Campinas/SP.The aim is also to understand the meanings attributed by students to questions relating to the qualification of the school and the proposed changes by AIP in the educational process, with regard to learning to participate.The methodological approach was anchored in ethnographic qualitative research conducted in three schools chosen from an exploratory study of events organized by AIP policy, enablers of student participation in the process of reflection of school quality.We proceeded to document analysis in order to understand the trajectory of these schools to consolidate its assessment work, as proposed by the policy of AIP.Was also carried out intensive observation of formal and informal spaces of the school, trying to identify the forms of participation of students with an emphasis on CPA meetings, Council of Students and alumni.Interviews were conducted with 299 students divided into 42 groups, and interviewed teachers, staff and administrators of schools.The observations and interviews were qualitative approach, which provided the unveiling of learning and difficulties experienced by students in the process of AIP and enabled the identification of how these students perceive school quality and, especially, the meaning they attach to their training.The data indicate that schools have been organized to ensure the principle of student participation in the CPA, but we noted that there are still aspects that need to be understood in order to enable participation in addition to spaces such as CPA, and thus promote formation which contributes to the fact that students get involved in school life.Also show that the policy of AIP has been constituted as an alternative that contributed to withdraw students, albeit by proxy, the microspace classroom/disciplines, pedagogical activities and school, helping them to understand the issues influence the functioning of the school, their training and, especially, empowering them to return to this universe.Another aspect identified in the study is that the design of school quality and training of students goes beyond the expectations contained in performance tests that reflect conceptions of education governed by marketing bias.For them, the school needs to ensure quality through good classes and committed teachers, ownership and understanding of scientific knowledge and training directly related to an exercise of citizenship necessarily involves a participatory experiences.Finally, the study indicates that students' participation can contribute to improving the work of the school when, in your organization, self-student organization to establish itself as one of the formative principles.