PARTICIPATORY INSTITUTIONAL EVALUATION: PATHS TOWARDS DIALOGICAL MANAGEMENT

Abstract

This study investigated how participatory institutional evaluation can contribute to dialogic management in educational institutions. The objective was to analyze the relationship between participatory evaluation and the improvement of school management, in addition to understanding the challenges faced by institutions in implementing this approach. The research adopted a qualitative methodology of bibliographic review, using secondary sources, such as articles, books and dissertations, to analyze the concepts and practices related to institutional evaluation and participatory management. The results indicated that participatory institutional evaluation strengthens school management, promoting a democratic and collaborative environment. The active participation of all members of the school community in the evaluation process facilitates strategic planning and the implementation of educational policies aligned with the needs of the institution. However, challenges were identified, such as resistance to change and lack of resources, which hinder the full adoption of this model. The final considerations highlighted that, although participatory evaluation has shown positive results, more studies are needed to understand its implementation in different educational contexts and overcome the barriers encountered. The research contributed to the understanding of the relevance of participatory evaluation in school management and indicated the need for further research to expand the findings.