Análise das práticas de avaliação de desempenho docente: um estudo centrado nas práticas avaliativas da direcção da Escola Primária Completa de Namacaro, distrito de Mocuba - Mugeba, 2021 – 2022

Abstract

This study sought to understand the practice of teacher performance assessment, starting from a problem identified through an exploratory study carried out at the Namacaro Primary School in the Mocuba-Mugeba district, where some employees raised questions and complaints regarding the teacher performance assessment carried out by the school management. To answer the questions that guided this study, a qualitative, descriptive, exploratory study was carried out, with bibliographic support, combined with a case study at the Namacaro Primary School. The empirical data were obtained through interviews and attributed meaning through content analysis. The analysis and discussion of the results collected indicate that the management of the EPC of Namacaro is guided by assessment practices in force in the public service, since it has sought to assess based on the legal instruments that guide the performance assessment process of State Employees and Agents, ensuring the safeguarding of the rights and freedoms of teachers. In addition, the data found allow us to infer that the results of the assessment practices of the teaching staff of the EPC of Namacaro have been positive, although they do not allow teachers to be promoted, contradicting what some theorists such as Costa Filhos and Marques (2010) defend, when they consider that performance assessment provides information on the performance of employees and constitutes a basis for making decisions about salary definitions, promotions and training needs. In view of this finding, it is suggested that the management of the Namacaro EPC promote a workshop to reflect with teachers and other collaborators on performance evaluation practices, clarifying the limitations and contradictions between legislation and reality(TRADUÇÃO NOSSA)