{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,2]],"date-time":"2026-01-02T17:13:31Z","timestamp":1767374011756},"reference-count":41,"publisher":"FapUNIFESP (SciELO)","issue":"spe","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Educ. Pesqui."],"published-print":{"date-parts":[[2015,12]]},"abstract":"<jats:p>Resumo O papel central da avalia\u00e7\u00e3o, da avalia\u00e7\u00e3o institucional e dos processos de garantia da qualidade de escolas e universidades nas pol\u00edticas educacionais \u00e9 objeto de discuss\u00e3o, tamb\u00e9m considerando a reforma do Estado. As teorias da nova gest\u00e3o p\u00fablica e as perspectivas gestion\u00e1rias s\u00e3o consideradas como algumas das principais fontes de inspira\u00e7\u00e3o e de legitima\u00e7\u00e3o no contexto dominante de uma educa\u00e7\u00e3o cont\u00e1bil. Dados emp\u00edricos preliminares resultantes do processo de avalia\u00e7\u00e3o externa de escolas b\u00e1sicas e secund\u00e1rias portuguesas s\u00e3o apresentados e interpretados de acordo com os principais conceitos e representa\u00e7\u00f5es organizacionais de escola presentes nos relat\u00f3rios externos. Examinando algumas das imagens e dos significados de escola, cultura de escola, autonomia, objetivos, lideran\u00e7a e efic\u00e1cia presentes nos relat\u00f3rios de avalia\u00e7\u00e3o, o autor releva a import\u00e2ncia das imagens formais, racionais e burocr\u00e1ticas de escolas. V\u00e1rias quest\u00f5es de investiga\u00e7\u00e3o s\u00e3o apresentadas tendo por base aquilo a que o autor chama o processo da hiperburocratiza\u00e7\u00e3o das organiza\u00e7\u00f5es educativas. Algumas dimens\u00f5es do conceito de burocracia de Max Weber s\u00e3o revisitadas, em articula\u00e7\u00e3o com perspectivas neocient\u00edficas de garantia da qualidade e com as tecnologias da informa\u00e7\u00e3o e comunica\u00e7\u00e3o. O autor sugere que maior relev\u00e2ncia deve ser atribu\u00edda aos modelos formais e racionais de interpreta\u00e7\u00e3o das organiza\u00e7\u00f5es educativas, pois os processos de avalia\u00e7\u00e3o e de garantia da qualidade est\u00e3o a contribuir para a formaliza\u00e7\u00e3o de escolas e universidades e para a intensifica\u00e7\u00e3o do seu processo de racionaliza\u00e7\u00e3o, isto \u00e9, para a emerg\u00eancia de uma imagem anal\u00edtica das escolas como hiperburocracias.<\/jats:p>","DOI":"10.1590\/s1517-9702201508142521","type":"journal-article","created":{"date-parts":[[2016,1,9]],"date-time":"2016-01-09T22:44:43Z","timestamp":1452379483000},"page":"1339-1352","source":"Crossref","is-referenced-by-count":9,"title":["A avalia\u00e7\u00e3o institucional como instrumento de racionaliza\u00e7\u00e3o e o retorno \u00e0 escola como organiza\u00e7\u00e3o formal"],"prefix":"10.1590","volume":"41","author":[{"given":"Lic\u00ednio C.","family":"Lima","sequence":"first","affiliation":[{"name":"Universidade do Minho,  Portugal"}]}],"member":"530","reference":[{"key":"ref1","series-title":"Bureaucracy or participation: the logic of organization","author":"ABRAHAMSSON Bengt","year":"1977"},{"issue":"n. 119","key":"ref2","doi-asserted-by":"crossref","first-page":"471","DOI":"10.1590\/S0101-73302012000200008","article-title":"Para uma conceptualiza\u00e7\u00e3o alternativa de accountability em educa\u00e7\u00e3o","volume":"v. 33","author":"AFONSO Almerindo","year":"2012","journal-title":"Educa\u00e7\u00e3o e Sociedade"},{"key":"ref3","series-title":"Bureaucracy","author":"ALBROW Martin","year":"1970"},{"issue":"n. 4","key":"ref4","doi-asserted-by":"crossref","first-page":"423","DOI":"10.1177\/0013161X93029004003","article-title":"Organizational politics in schools: micro, macro and logics of action","volume":"v. 29","author":"BACHARACH Samuel B.","year":"1993","journal-title":"Educational Administration Quarterly"},{"key":"ref5","series-title":"Power and conflict in the university","author":"BALDRIDGE J. 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