INSTRUMENTO DE AUTOAVALIAÇÃO DOS CURSOS DE ENSINO MÉDIO INTEGRADO:

CONTRIBUIÇÕES PARA A CONSOLIDAÇÃO DOS PROCESSOS DE ENSINO TÉCNICO E PROPEDÊUTICO

Abstract

In this article we analyze the theoretical assumptions that support the proposal for Integrated Secondary Education, identified with a conception of integral and omnilateral training. The conception of evaluation that guided the investigation corresponds, coherently, to participatory and democratic self-evaluation. The Integrated Secondary Education Self-Assessment Instrument is the result of qualitative, applied, and participatory research, the objective of which was to investigate the references necessary for the evaluation of Integrated Secondary Education courses at the Federal Institute of Rio Grande do Sul. Furthermore, we describe the process of constructing the Instrument of Institutional Self-Assessment for Integrated Secondary Education courses, based on the references arising from the research and the theorical and normative assumptions that support it. The Instrument was organized into questions courses, based on the perspective of the institutional actors involved, in order to contribute to the consolidation of teaching in IFRS Integrated Secondary Education and in the other institutions in the Federal Network.