Identificação e análise dos possíveis fatores que influenciaram os resultados elevados do índice de desenvolvimento da educação básica (IDEB) apresentado por duas escolas públicas

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

26/03/2012

RESUMO

This Masters dissertation is part of the line of research Educational Practices and Vocational Training of the Education and Labor Research Group of PPGE Univali. It presents the results of an investigation conducted in two public schools, one in the State of Parana and the other in the State of Santa Catarina, both of which showed top scores in the IDEB - Basic Education Development Index. This index is the result of the level of efficiency of the school (pass marks) and the average performance in the standardized tests applied by the Inep (Prova Brasil - Brazil Test). The central goal is to identify and examine possible determinants of high IDEB scores presented by the two public schools. The guiding question was: What are the factors/dimensions that contribute to a quality education that enable these two public schools to reach this level? The research was conducted in the two distinct States, Parana and Santa Catarina, in order to identify some important variables between them and the most relevant aspects that resulted from these scores. The study uses data from the Basic Education Development Index (IDEB) for the year 2009, relating to the 8th grade of Elementary School. The theoretical basis of the study includes contributions of Bernard Lahire (2008), Bernard Charlot (2000), Libâneo (2001-2004), Paro (2001-2007-2008), Arroyo (2000). The research approach is qualitative, conducted through interviews with 32 subjects, including students, teachers, parents and school managers. Through this study, we highlight the following as factors that compromise the success of Brazilian public schools: social status of the school; families with purchasing power above the national average; selection of students; low turnover of students; teachers and students at the school; extra-curricular activities; adequate infrastructure; pedagogical support; qualification of teachers; parents participation in the school and concern about the school life of their children; these were the dimensions that we identified that enabled the two schools investigated to achieve their high IDEB scores. This research therefore seeks to contribute to enabling professionals of other schools to reflect and improve the teaching system of basic education, and to provide essential information for Educational Public Policies, aiming to raise the quality of teaching in public schools. We also raised some questions about the indicators of this external evaluation, which aims to assess, through this average, the revenues of Brazilian public schools. The dimensions addressed in the text motivate further research on this issue and aim to widen this investigation

ASSUNTO(S)

ideb avaliação externa políticas públicas educacao avaliação educacional ideb external evaluation public policies

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