Avaliação do Desempenho Docente: Um novo enquadramento para o exercício do ensino

Abstract

Using the formation experience developed with educators and teachers under the implementation of the new model of assessment of the teachers’ performance, we present some contributions to the understanding of its assumptions that implicate transformations not only in the teaching practice, but also in the several structures that fall into it. The complexity that involves any model of assessment of teachers’ performance should not prevent schools from developing a critical opinion that allows them to identify and work with what is really worth considering. The challenge consists in combining the purpose of formation and supervision, aiming at professional development, with the summative purpose of the responsibility for the students’ academic success. The suggestions to improve the teachers’ evaluation system that we further on enunciate appear to be relevant and should contribute to an adequate assessment whose goals the teachers could identify themselves with.