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Contributions to a cognitive analysis
of the teacher evaluation policy
Doctoral student in Educational Sciences, specialization in Educational Administration (FPCE‑UL)
The definition of new rules for the evaluation of school teachers was established in Por‑
tugal with the publication of Decree Law no. 15/2007, 19th January. Evaluation has now
become based on competitive mechanisms, accountability and the possible influence of
supranational regulating entities in the elaboration of national policies. Instruments have
suddenly emerged from this “culture of performance”, making the nature and format of
the knowledge acquired more complex and they appeal to the recomposition of relations
between the State and large international organisations. Knowledge is envisaged with a
focus that comes from its growth and diffusion on a global scale.
Evaluation, in the form of instrumental regulation, intervenes in the construction of
agenda and policy‑making and can be regarded as a political process. Knowledge, as a
regulating instrument, implies that the type of knowledge mobilised through regulating
instruments and the way its reception is processed must be perfected.
Consequently, finding the origin of this new policy and analysing the changes in regu‑
lation forms through its study is what matters, viewing the instruments as policy‑making
products and the frames of reference as producers of these policies.
Teacher Evaluation, Knowledge, Regulation, Instruments of public action.
Costa, Estela (2007). Contributions to a cognitive analysis of the teacher evaluation policy. Sísifo.
Educational Sciences Journal, 04, pp. 47‑56
Retrieved [month, year] from http://sisifo.fpce.ul.
The publication of Law no. 10/2004, 22nd March,
by the 16th Portuguese Constitutional Government
established the Sistema Integrado de Avaliação do