Efeito da escola e indicadores psicossociais : uma abordagem com dados da Pesquisa Nacional da Educação na Reforma Agrária

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

The main purpose of this thesis was to investigate the relation between the values and beliefs of the principals of schools in the areas of rural settlement in Brazil and the quality of education offered in these schools. The study was carried out with the working hypothesis that such a relation does exist and that it has important consequences for the population living in these areas. The present study used data collected during the National Research of Education of the Agrarian Land Reform in Brazil, executed by the Ministry of Education. This national research aimed to gather information on the conditions in which the education is being offered in these areas and on the characteristics of demand for education. The sample that was studied involved 1,470 state and municipal schools, located in areas of rural settlement. The information of these schools was supplied directly by their principals. Two separate but interrelated studies were undertaken. In the first study, factor analysis was used to summarize a great number of variables in the form of a more parsimonious set of factor scores that were used in subsequent analyses. These factor scores represent constructs like socio-economic status (SES) of the students family and SES of the community, school achievement of the student, constructs related to the schools infrastructure, pedagogic organization, human resources of the school, and values and beliefs of the principals of the schools. Regarding the values and beliefs of the principals three factors were identified: (1) satisfaction with the educational facilities; (2) advanced studies are not necessary for the agrarian population, and (3) education stimulates the development of citizenship. In the second study, these constructs were used to define linear regression models that allowed the specification of the relationship between values and beliefs of the principals and other relevant constructs on one hand, and student achievement as an indicator of the quality of education on the other hand. In the linear regression procedure use was made of the standard Minimal Least Square solution. Three regression models were developed, related to three different measures of student achievement. These measures of student achievement are based on indicators which are frequently used in basic education: rate of approval, rate of accordance between age and class, and conclusion rate of basic education. These indirect measures of student achievement were used once other objective proficiency measures on school subjects like Mathematics or Portuguese Language were not available. Of the three factors identified in relation to values and beliefs of the principals only the second factor (advanced studies are not necessary for the agrarian population) entered in the regression equation. The regression analysis showed a statistically significant inverse relation between the second factor of values and beliefs of the principals and student achievement for the North and North-East regions. This means, that in the above mentioned regions, the stronger the schools principal beliefs that advanced education is not necessary for the students of the agrarian settlements the lower is the students school achievement. The study also revealed details of the demands of the schools in the areas of rural settlement related to infrastructure, didactic-pedagogic organization and human resources. The demands of the schools indicate the importance of a larger integration of the school with the community. Besides this, the present study proposed methodological suggestions for the improvement of the data collection instruments that intend to measure psychological attributes as well as analysis methods that allow the construction of indicators related to school achievement. These indicators might play an important role to aid government actions. The results of this study demonstrate the need of a special training of school professionals, especially of the principals of the schools, in the areas of rural settlement of the North and North-East regions. The training should stimulate the reflection of the school professionals about their values and beliefs and about a possible negative impact of these on the school achievement of the students. Prejudicious values and beliefs have a contrary effect on social inclusion and on positive self-esteem of the students, depreciating the social function of the school.

ASSUNTO(S)

educação do campo psicologia student achievement reforma agrária assentamento rural social inequality crenças education in agrarian settlements desigualdade social values and beliefs of the school principal desempenho escolar

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