¿Cumple o no cumple? Lógica de la evaluación del liderazgo de directores escolares en Chile

Felipe Aravena

doi:10.5294/edu.2026.29.1.9

Autores

Felipe Aravena Autor Pontificia Universidad Católica de Valparaíso https://orcid.org/0000-0002-9142-8349

DOI:

https://doi.org/10.5294/edu.2026.29.1.9

Palavras-chave:

Chile, diretores, avaliação, melhora, liderança

Resumo

O presente estudo busca responder às seguintes perguntas de pesquisa: O que é avaliado na liderança dos diretores de escola do sistema público no Chile? Com quais resultados são medidos os diretores de escola do sistema público no Chile? Foi realizada análise documental com abordagem qualitativo-descritiva do conteúdo de 159 convênios de desempenho elaborados por 36 órgãos mantenedores em duas zonas centrais do país durante o ano de 2024. Os achados do estudo indicam que a avaliação dos diretores no Chile é complexa e ainda se encontra em estágio inicial de consolidação, pois, em vez de se transformar em uma ferramenta de apoio para a melhoria, os convênios de desempenho têm derivado em uma avaliação mais centrada na eficiência administrativa do que na construção de liderança pedagógica. Observa-se uma avaliação padronizada, com indicadores quantitativos baseados em resultados de provas padronizadas e indicadores de eficiência interna, o que a transforma em um “checklist” para verificar se “está ou não está”, se o diretor “cumpre ou não cumpre”. Mais uma vez é possível identificar um instrumento da política pública chilena que poderia ter potencial de contribuição, mas cujo (mau)uso acaba por convertê-lo em mais um instrumento que alimenta a cultura do cumprimento, da performatividade e de lógicas produtivo-mercantis.

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