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Previous issue date: 2016-06-30 / The ideal of any Education Institution is that every school is in possession of a quality
education. In this context, this research will analyze the management skills in assessment
processes concerning the quality of learning. In order to understand better the educational
management, the function and role of the institution???s managers who are directly associated
with learning in school are analyzed. The role of the director, supervisor and teacher will be
discussed because the managers are the ones who directly influence on policy, planning and
strategies of the educational program which impact the quality of learning. This study describes
the Institutional, Large-Scale and Curriculum Content Evaluation as models of independent
and complementary assessment for achieving essential indicators such as school management
work tools in the pursuit of quality of the teaching and learning process. This study
demonstrates and differentiates administrative and pedagogical management, which are
dimensions that are present and experienced by school managers when carrying out their
Pedagogical Political Project. The text analyzes how the neoliberal ideology can overshadow
the educational administration, when the activity runs through the administrative, economic
and financial dimension of the school may interfere paradoxically in the core business of
education which should be preserved as a public and social common good. This work
intentionally concerns the pedagogical management dimension for being intrinsically linked to
the subject of the study. Regarding the nature of the subject and the objectives of this study,
the research has a qualitative approach, also supported by quantitative information and studies
based on institutional documentation for data collection, in order to investigate the competence
of management in the evaluation processes concerning their impact on the quality of learning.
The study shows, for its theoretical reference and data analysis, that the knowledge,
understanding and articulation of the information generated by the evaluation instruments by
school managers have a decisive influence on the quality of learning. / O ideal de toda Institui????o de Ensino ?? que toda escola seja portadora de uma educa????o de
qualidade. Nesse contexto, esta pesquisa vai analisar as compet??ncias da gest??o nos processos
de avalia????o em vista da qualidade da aprendizagem. Para melhor compreender a gest??o
educacional ?? analisada a fun????o e o papel dos gestores da institui????o de ensino diretamente
associados ?? aprendizagem na escola. Foi discutida a fun????o do diretor, do supervisor e do
professor por serem os gestores que influenciam diretamente nas pol??ticas, no planejamento e
estrat??gias de a????o do projeto pedag??gico que impactam sobre a qualidade da aprendizagem.
Esse estudo descreve a Avalia????o Institucional, de Grande Escala e dos Conte??dos Curriculares
como modelos de avalia????o independentes e complementares na obten????o de indicadores
imprescind??veis como ferramentas de trabalho da gest??o escolar na persecu????o da qualidade
do processo do ensino e da aprendizagem. O estudo explicita e diferencia a gest??o
administrativa e pedag??gica, que s??o dimens??es presentes e vivenciadas pelos gestores da
escola na realiza????o do seu Projeto Pol??tico Pedag??gico. O texto analisa como a ideologia
neoliberal pode ofuscar a gest??o educacional, quando a atividade meio, perpassada pela
dimens??o administrativa, econ??mica e financeira da escola, pode interferir de forma paradoxal
com a atividade fim da educa????o que deve ser preservada como um bem p??blico e social. O
trabalho tem o foco, propositalmente, na dimens??o gestora pedag??gica por estar
intrinsecamente ligada ao tema do estudo. Dada a natureza do tema e os objetivos deste estudo,
a pesquisa tem uma abordagem qualitativa, subsidiada tamb??m em informa????es quantitativas
e de estudos com base em documenta????o institucional para a coleta de dados, com o objetivo
de investigar as compet??ncias da gest??o nos processos avaliativos em vista do seu impacto na
qualidade da aprendizagem. A pesquisa demonstra, pelo seu referencial te??rico e a an??lise dos
dados, que o conhecimento, a compreens??o e a articula????o das informa????es geradas pelos
instrumentos de avalia????o pelos gestores da escola, impactam de forma decisiva na qualidade
da aprendizagem.
| Identifer | oai:union.ndltd.org:IBICT/oai:bdtd.ucb.br:tede/2192 |
| Date | 30 June 2016 |
| Creators | Carvalho, Ant??dio de Andrade |
| Contributors | S??veres, Luiz |
| Publisher | Universidade Cat??lica de Bras??lia, Programa Strictu Sensu em Educa????o, UCB, Brasil, Escola de Educa????o, Tecnologia e Comunica????o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UCB, instname:Universidade Católica de Brasília, instacron:UCB |
| Rights | info:eu-repo/semantics/openAccess |
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