Self-assessement of schools and regulation of public action in education

Self-assessment of schools emerges in education policies in the background of new references and new instruments of governance, linked to concepts such as efficacy, efficiency and quality. However, other concepts are thrown into the mix, such as control, subjection, coercion, etc. Focusing on the contexts of action and assuming the diversity of the social constructions, the intention is to research their impact on the regulation of educational action, based on looking into the school organisations of public education schools within a theoretical interval that puts conformity and emancipation face to face.