ABSTRACT Education as a social context within the public sphere requires evaluation processes that identify the quality of care offered. In 2009 the Brazilian Ministry of Education in partnership with other institutions published ‘Quality Indicators in Early Childhood Education’, a document characterized as ‘an instrument to achieve quality in child education institutions, through a participatory process open to the entire community’. This process triggered a broad national debate on the quality standards sought for early childhood education. Mobilized by this document, in 2013 the municipality of São Paulo started a participatory institutional self-assessment process focused on the educational context. In this article, we present the trajectory through which this public policy was constructed and implemented in the municipality of São Paulo, between 2013 and 2016. The objective is to contribute to the improvement of children’s education in São Paulo based on the self-assessment of nine standards and dimensions of quality.

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参与式机构自我评估：巴西圣保罗市政府的经验

摘要 教育作为公共领域内的一种社会背景，需要确定所提供护理质量的评估过程。2009 年，巴西教育部与其他机构合作发布了“幼儿教育质量指标”，该文件的特点是“通过向整个社区开放的参与过程，实现儿童教育机构质量的工具”。这一过程引发了全国范围内关于幼儿教育质量标准的广泛辩论。在这份文件的推动下，圣保罗市政府于 2013 年启动了一个以教育背景为重点的参与式机构自我评估过程。在本文中，我们介绍了在圣保罗市构建和实施该公共政策的轨迹，