Teacher assessment policies in Portugal The evaluation of performance within the centralized planning of teaching
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Abstract
Beginning with a a previous study in the field of teacher performance assessment, we develop this text based on an analysis of the appropriate legislative field, then reinterpret the meaning
of teaching based on the theoretical framework. Specifically, we evaluate the educational policies
in Portugal after the democratic revolution of April 25, 1974, detailing the legislative exercises of the XVII and XVIII Constitutional Governments. Our main argument is based around an assessment of the reorganisation of the government and administrative centre for the political recentralization of the education system. We do this from the perspective of looking critically for the evaluation inserted in the centralist planning distinctive array of teaching action, reporting its instrumentalization as a peripheral mechanism management remotely controlled. Finally, we proceed with a critical reinterpretation of state centralism according to the idea of account extraction.
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