regulation and the evaluation of Portuguese schools
In 2005, the Education Ministry in Portugal commissioned a team of experts to develop a new way of evaluating schools. A framework was produced including indicators, criteria, data collection guidelines, reporting templates and scripts for meetings, as well as references to the scientific literature and the professional know-how of inspectors and evaluators. The Ministry's Inspectorate was tasked with implementing the policy, and every public school was subjected to the process. This chapter focuses on the micro-transactions going on as the new policy was designed and implemented and how the various artefacts and events it entailed shaped the way different actors came to think about education and schooling. The chapter explores the different dynamics of self-regulation, as actors go through their work of embodying, re-inscribing and re-enacting knowledge.
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