Gestão escolar, formação continuada e a constituição da identidade profissional I e II

This article proposes an expanded reflection on the evaluation of educational spaces from an institutional perspective, considering its theoretical foundations, methodological trends, and practical implications for the quality of education. It is based on the understanding that evaluation goes beyond the measurement of academic outcomes, encompassing physical, organizational, administrative, and pedagogical dimensions. The parameters, criteria, and indicators that form part of the evaluation processes are discussed, with particular emphasis on the connection between self-evaluation and external evaluation. Based on a literature review and document analysis, the study highlights that institutional evaluation, when understood as a formative, participatory, and dialogical process, can drive the transformation of school practices and significantly contribute to educational equity and excellence.