TEACHER EVALUATION: WHAT CAN WE LEARN FROM THE PORTUGUESE CASE?

In the current context of "omnievaluation", teacher evaluation plays a central role in educationpolicy and in the construction of teacher professionality, appearing divided between pressures of performativity and emancipatory desires. In this aspect, changes occurredin Portugal, especially in the period between 2007-2013, provide very pregnant contributions to the discussion of logics, processes and mechanisms of teacher evaluation, regarding eitherto endogenous implications or to exogenous effects. Considering the research conducted in Portugal, this article discusses the results and proposesthe mainlessons on the analysis of two aspects that have received particular attention in the literature: i) the school centered evaluation and ii) the peer evaluation.