Building evaluative schemes to guide pedagogical work in schools committed to social quality

• Grant number: 22/06891-3
• Support Opportunities: Improvement in Public Education Program
• Duration: February 01, 2023 - January 31, 2026
• Field of knowledge: Humanities - Education - Educational Planning and Evaluation
• Principal Investigator: Mara Regina Lemes De Sordi
• Grantee: Mara Regina Lemes De Sordi
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
• Associated researchers: Adriana Varani ; Almerindo Janela Gonçalves Afonso ; Claudia Amoroso Bortolato ; Claudia Pereira de Pádua Sabia ; Geisa do Socorro Cavalcanti Vaz Mendes ; Luana Costa Almeida ; Luciane Vieira Palma ; Margarida Montejano da Silva ; Maria Simone Ferraz Pereira ; Regiane Helena Bertagna ; Renata de Fatima Gonçalves ; Rodrigo Capparelli Fonseca ; Rosangela de Souza Bittencourt Lara ; Sandra Cristina Tomaz ; Sara Badra de Oliveira

Abstract

The social quality of the public school implies the acknowledgment of the multidimensionality of educational phenomenon, which entails the adoption of alternative models of evaluation aligned with such complexity. In previous longitudinal research conducted in a municipal educational system, we built a matrix of social quality composed by eleven dimensions. We agreed with actors from three schools what dimensions would be relevant to investigative in the light of pandemic challenges and decided to build operational indicators regarding these dimensions in order to guide the school pedagogical work. Collaborative research is our methodology, which involves holding workshops and focus groups with school actors through a partnership between researchers from the school and the university, based on the "critical friendship" approach. The data will support the production of a self-assessment script, validated by experts. This will be experienced by participating schools in spaces where self-evaluative experiences occur institutionally, with the development of new meanings. Our hypothesis is that the involvement of schools in the production of new knowledge strengthens the negotiated quality agreement and the processes of participatory institutional evaluation, bringing about new possibilities for the improvement of public education and the continued advances in the direction of human development of students. (AU)