dc.description.abstract | This dissertation was developed in the scope of the Professional Master in Educational
Management and its objective was to verify if the process of evaluation of teaching
performance of Colégio Antônio Vieira, private school of the Jesuit Network of
Education, in Salvador, Bahia, is coherent with the strategic guidelines and guiding
documents of the institution. For the methodological achievement of the work, a case
study was chosen, with qualitative approach, using, as one of the techniques of data
collection, the documentary research. The documentary findings of the PEC - Common
Educational Project of the Jesuit Schools (2016), in the PPP – Political Pedagogical
Project of the Colégio Antônio Vieira (2015), the Itinerary of Educador Vieirense (2015),
the Strategic Planning of the Colégio Antônio Vieira (2016), of SQCGE – Jesuit Network
Schools Quality System, the Matrix of Teaching Performance Competencies and the
teacher performance evaluation forms (2016) revealed important data to identify the
guidelines for the teaching performance evaluation (TPE) in the school. It was also used
semi-structured interviews to know the perceptions of teachers and pedagogical
coordinators about TPE. Thus, based on the results obtained, it is possible to infer that,
although the process of teacher performance evaluation maintains a certain level of
coherence with the strategic guidelines and with the guiding documents of the
institution, there are contradictions in the evaluation process because its summative
function overlaps with the formative function. Moreover, the model of TPE currently
employed in the school is characterized by the use of quantitative instruments, late
feedbacks, absence of indicators of the quality of pedagogical practice and lack of a
more direct connection with the process of teacher training. Therefore, some
recommendations are presented that aim at the qualification of teaching practice
through the development of a formative evaluation, differently from what is perceived
today. The proposal of intervention highlights the teaching practices, taking into
consideration the quality of the teaching evaluation, in a formative and reflective
perspective, which considers the promotion of human and professional development
based on autonomy, freedom, ethics of care with the person and his emancipation. | en |