Banca de QUALIFICAÇÃO: CARLA D'LOURDES DO NASCIMENTO

Complexity in Governance and Quality Indicators in Institutional Assessments in Basic Education in Brazil

institutional assessment; complexity in governance; basic education; educational management and policy

Improving quality is a complex problem. Its complexity requires tools that enable decision-making related to the system's performance. One of the instruments used by managers is institutional assessment, which evaluates institutional dynamics and educational objectives. In the context of New Public Governance, this research aims to analyze the quality indicators and complexity in governance associated with the practices of external institutional assessments carried out by state secretariats in basic education, their school organizations, regional education organizations, and the secretariat itself. It is an exploratory and comparative qualitative research with the theoretical perspective of public policy analysis and evaluation. The mixed method of convergent design is used to collect and analyze the data (Creswell; Creswell, 2018).

For the documentary analysis, the structure of comparison of similar phenomena in different texts by Krippendorff (2004) is used. The categories of governance and quality are analyzed based on the complexity in governance (Klijn; Koppenjan, 2016) and a structure based on the CIPP model – context-input-output-process by Stufflebeam et al. (1974) adapted by the researcher. It is complemented by a survey questionnaire. The research hypotheses consider that in evaluation practices there is priority for quality indicators related to the context and input. In relation to governance, it is inferred that there are limitations of actors in decision-making.