This article presents a study that aimed to understand the contributions of self-evaluation (SE) processes towards the development of curricular and social justice and educational improvement. The study focuses on data collected from the schools’ external evaluation (SEE) process and from the TEIP programme (Educational Territories of Priority Intervention) implemented in Portugal, namely, 144 SEE reports from 2012/2013 and 3 interviews to the responsible people for the educational project from a TEIP school. The collected data were analysed by content analysis using NVivo software, showing that the external evaluation of education systems can be one of the pillars in achieving justice when it causes a pedagogical intervention which reaffirms the links between curriculum, teaching and students’ learning. It also shows that SEE processes can have empowering potential when social justice and equity principles are present throughout its development and with the support of critical friends.

The main aim of this article is to give an overview of how the concept of social justice—as linked to curricular and evaluation practices―has been developed in scientific publications over the years. To achieve this goal, a mapping study was carried out by collecting scientific publications from the Web of Science Core Collection. The analysis focused on 217 articles from 50 scientific journals. Each one of the 217 articles was analysed through the process of content analysis. From this analysis, it was possible to conclude that the concept of social justice has been developed, in the main, from a broad view of equity in which inclusion and democracy are central. However, the political agenda, externally imposed and guided by accountability and effectiveness processes, frames all actions relating to social justice issues especially in schools. Accountability and effectiveness processes shape the way that social justice is perceived by policymakers and, consequently, how the processes to achieve them are considered and implemented.

This paper explores the use of school self-evaluation (SSE) conclusions in school leaders’ decision making regarding school management. Originating from the understanding that school management is a complex process that thrives when informed and substantiated by rigorous and contextualised information on school functioning, this study highlights that SSE processes are a valuable source of such information. The present study was conducted following a qualitative approach in which 18 school leaders (i.e., headteachers) from schools in Portugal were interviewed through semi-structured interviews to explore how they perceive SSE, and if and how they use it to make decisions in their schools. The results reveal that school leaders value SSE processes and the knowledge produced by them as a source of contextualised information that can be used to validate and legitimise decisions. Likewise, the results indicate that school leaders use the information provided by SSE to inform their decisions in collaborative and shared debates and reflection processes with their school communities. Nonetheless, the headteachers also report some constraints in decision-making processes. It is evident that school leaders rely on SSE results and information to substantiate their decisions. Although not generalisable, these results provide valuable insights into the topic and contribute to closing a gap in the literature concerning the effective use of SSE in school management and decision making.

Resumo Partindo da crença de que o envolvimento das escolas em processos de autoavaliação pode contribuir para que melhor se conheçam e, em função desse conhecimento, tomem decisões que contribuam para a concretização da justiça social, foi desenvolvido um estudo que analisou duas políticas de educação em Portugal justificadas por essa intenção e que exigem o recurso à autoavaliação. Os dados, recolhidos por entrevistas semi-directivas a diretores(as) de escolas, professores(as) de equipes de autoavaliação e ex-ministro da educação responsável pela lei de avaliação, permitem concluir que a autoavaliação, pelo conhecimento que fornece das situações vividas, pode apoiar práticas de justiça curricular promotoras de justiça social. No entanto, para isso, a autoavaliação não pode se esgotar na atenção a resultados obtidos em exames e em lógicas de performatividade.

Background: In Portugal, educational policies have been implemented to ensure students’ entitlement to equality of opportunity in terms of school access and school quality. Hence, questions about how school quality is assessed, and the relationship between school evaluation and equity, are of high importance. Purpose: This small-scale study focused on two key Portuguese policy measures in this area, namely the TEIP (Educational Territories of Priority Intervention) programme and Schools’ External Evaluation (SEE). It set out to analyse perceptions of how far these policy measures contribute to social justice and the improvement of school quality, following equity principles. Method: In-depth, semi-structured interviews were carried out with personnel in four TEIP school clusters evaluated through the SEE process, and relevant policy-related personnel. The interview data were analysed qualitatively, using content analysis techniques. Findings: Analysis suggested some differences in perceptions between groups of participants, with policy-related personnel associating efficiency and effectiveness discourses with equity and justice principles. Personnel from school clusters that were placed highly in evaluation rankings and classifications tended to perceive TEIP and SEE as largely positive ways of supporting school self-reflection and improvement, whereas personnel from school clusters not highly ranked were in general not so positive about the demands of external evaluation. Some expressed concerns that aspects involving bureaucracy could be counterproductive, leading to a de-emphasis on social justice. Conclusion: The study draws attention to the multi-layered and complex relationship between equity and assessment of school quality. Although social justice is often regarded as a high priority in school evaluation, its association with discourses of efficiency and effectiveness can sometimes weaken equity and distort the concept of social justice in itself. It prompts the broader question of whether and how aspects of the assessment of school quality need to change in order to better support the principles of social justice.

O direito de todos à educação e à igualdade de oportunidades de sucesso escolar reclamam das escolas práticas que promovam a aprendizagem de todos, em linha com princípios de justiça social. Tendo esta problemática por referência, foi realizado um estudo que responde às seguintes perguntas: Que indicadores de justiça social norteiam políticas do sistema educativo português? Que efeitos têm sido identificados nestas políticas pela avaliação externa das escolas? Que condições facilitam e que condições dificultam a implementação dessas práticas orientadas para a justiça social? A análise de conteúdo de documentos legislativos, de respostas de Diretores de Escolas a um questionário e de relatórios de avaliação externa de escolas permitiu concluir que as políticas apontam para uma justiça orientada pelos seguintes indicadores: equidade; reconhecimento e valorização da diversidade; inclusão; envolvimento dos pais ou encarregados de educação e da comunidade educativa; oportunidades de aprendizagem e desenvolvimento pessoal; acesso a recursos. Na sua concretização, o indicador “equidade”, muitas vezes associado a “inclusão”, é o mais presente e muitas vezes apontado como ponto forte. O estudo permitiu também reconhecer adesão dos diretores de escolas às políticas, embora enunciando dificuldades na sua concretização