Cotidianos escolares: avaliação institucional e a formação docente na Rede Municipal de Ensino do Rio de Janeiro

Abstract

This dissertation investigates the articulation between institutional evaluation and teacher training in the daily life of a public elementary school in the Municipal Education Network of Rio de Janeiro, from the perspective of a principal-researcher. The study arises from the observation of tensions between the formal guidelines of evaluation policies and the meanings attributed to these practices by teachers and school managers. The main objective was to analyze how teachers' formative processes develop in articulation with school management in the context of institutional evaluation. Specifically, the research aimed to identify the political and educational context of the municipal network, reflect on the challenges and potential of institutional evaluation, understand the management practices involving listening and in-service training, disseminate the findings, and promote qualified debate on the subject. he methodological approach adopted was qualitative, guided by studies of/us/with everyday life, using an electronic questionnaire, informal conversations with teachers, and field observations as the main instruments for data collection. The results reveal a limited understanding of institutional evaluation among teachers, often associated with bureaucratic and classificatory functions. However, signs of critical appropriation and re-signification emerged where qualified listening, pedagogical feedback, and reorganization of formative spaces were implemented. Strategies such as study centers and redefinition of class councils contributed to the development of a more participatory and formative evaluation culture. It is concluded that institutional evaluation, when experienced as an ethical, dialogical, and context-sensitive practice, has the potential to strengthen both teacher education and democratic school management, contributing to the collective construction of a more reflective, just, and emancipatory public education.