Implicações ético-epistemológicas da negociação nos processos de avaliação institucional participativa

Abstract

This paper discusses the importance of alternative models of regulation of the quality of public schools in response to the purposeful evaluation models focused on student achievement on standardized tests. Given the paucity of studies on public policy implementation becomes the experience of a municipal school system as a reference for the analysis of the strengths and vulnerabilities of the evaluation process implemented taking as participatory institutional focus on the negotiation meetings between the managers of the central and the actors of the schools. The aim is to identify concepts of quality and assessment governing the negotiation process and the consequences for decision making. It is observed that the actors tend to enhance the understanding of his role in negotiating and there is evidence of expanding the role and involvement of players from schools with the logic evaluation of the model with the continuity of the process.