Logics of the institutionalization of school assessment: a meta-analysis
DOI:
https://doi.org/10.26512/lc30202453172Keywords:
Public school, School evaluation, Meta-analysisAbstract
The present essay is organized along the lines of meta-analytical studies, having as its object of study the evaluation of schools, as a pivotal educational policy. Being methodologically supported by Grounded Theory, in line with qualitative systematic review, the objective of the study is to systematize, in a holistic way, the alignments of school evaluation in Portugal, as an object of study targeted in national academic research. The general framework of our conclusions points to a normalization of the functioning of schools and the meanings of providing public educational services within the scope of a hegemonic culture of performativity, definitively established by the internal and external evaluation of Portuguese public schools.
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Copyright (c) 2024 Henrique Ramalho
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