Autoavaliação institucional participativa: uma experiência em duas creches da Rede Municipal de São Paulo

Abstract

The dissertation describes and analyzes an experience of participative institutional assessment involving two Municipal Child Care Centers in São Paulo, for 0-3 years old children, located in a popular district at the South region of the city, one public center and a contracted private not for profit center. The experience consisted in the implementation process of the draft document Quality Indicators for the São Paulo Early Childhood Education System, adapted from the Ministry of Education (MEC) document published in 2009, Quality Indicators for Early Childhood Education. The methodology of the document provides for the presence of everyone involved - family, community and school teams - in meetings of a participative self-assessment and preparation of the action plan for quality improvements in the early childhood centers. The study sough to understand how this self-assessment participative process, as proposed in the document, contributed to the collective discussion about the quality of early childhood education in the two day care centers. The research adopted a qualitative methodology focused on the environment as a direct source of data, enabling a picture of the real local experience. The observations of the self-assessment and preparation of action plans meetings show the subjects kind of involvement during the collective discussions. In the data analysis classification categories from two authors were used: to Licinio Lima (2011), the subject’s levels of involvement are related to their attitudes demonstrated in the group; Juan Bordenave (1994) argues that there are active forces that influence the participative dynamic, and these generate an atmosphere which can affect the degree of satisfaction and the group responsibility. The research also included the use of questionnaires applied to the principals, pedagogic coordinators, teachers and mothers at the two centers with questions about their perceptions and expectations on the self-assessment process in each of the day care centers. to ascertain the meaning given to self-assessment of quality in own day care center. The analysis shows the influence of the environment and of the kind of mobilization observed on the discussions about the quality of education in each center. The results show the limitations observed in these experiences, but also the important potential that this kind of participative methodology offers, which gives a special role for parents and teachers in the collective construction of the early education quality, adopting the concept of early childhood quality presented by Bondioli (…)