Este artigo apresenta a constituição conceitual da Avaliação Institucional Participativa (AIP) e sua formatação no Projeto Geres-AI, na polÃtica educacional na cidade de Campinas e na reforma do Sistema de Inspeção Educativa em Angola. Trata-se de um modelo proposto pelo Laboratório de Observação e Estudos Descritivos (LOED) da Universidade Estadual de Campinas que tem como finalidade a melhoria da qualidade social oferecida nas escolas. Após a apresentação do contexto em que surge a avaliação institucional enquanto processo contrarregulatório, são descritos os principais movimentos nessas três experiências, explicitando as caracterÃsticas do modelo, seus conceitos centrais e pressupostos, além da importância do protagonismo da comunidade escolar. É evidenciada a sinuosidade das trajetórias de implementação, dada a influência de diversos fatores, requerendo, por isso, planejamento e apoio dos órgãos governamentais.
This article presents the conceptual constitution of Avaliação Institucional Participativa (AIP) [Participative Institutional Evaluation] and its formatting in the Geres-AI Project, in the educational policy of the city of Campinas and in the reform of the System of Educational Inspection in Angola. It addresses a model proposed in the Laboratório de Observação e Estudos Descritivos (LOED) [Laboratory of Observation and Descriptive Studies] at the Universidade Estadual de Campinas, which has the goal of improving the social quality offered in the schools. Following the presentation of the context in which the institutional evaluation appears, as a counter-regulatory process, the main movements of these three experiences are described, explaining the characteristics of the model, its central concepts and presuppositions, and the importance of the role of the scholarly community. The winding paths of implementation, given the influence of several factors, requiring, therefore, planning and support of the governmental agencies can be observed.
Without attempting a thorough examination, this text makes a retrospective about the uses of institutional evaluation in basic education in Brazil, since the mid-1990s. We noticed that evaluation initiatives are not only in elementary and secondary schools, whether in singulars schools or public systems, but also in early childhood education. In recent years, these last ones have been the object of action of the Ministry of Education and of collaborating bodies aiming to spread this practice on a national scale. The study finds a large convergence in the theoretical-methodological references adopted for the institutional evaluation of the school, invariably committed to the perspective of improving the quality of education as well as in the proceedings for its implementation. It also addresses common issues, raised by their application.
