Falta de qualidade da educação brasileira: qual a magnitude do problema?

In this paper we investigate how several national educational policies and practices influence both students' average reading achievement and the social distributioll of achievement within schools and countries. Data come fJ:om the 2000/2001 administration of PISA (programme for International Student Assessment) by the Organization for Economic Cooperation and Developrnent (OECD). They include observations from 212,880 lS-year-old students attending 8,038 secondary schools, which are located in 39 countries. We analyze these data with three-level Hierarchical Linear Models (HLM), with students nested in schools, which are nested within countries. Results focus on the role played by three country-level educational policies: (1) retention/repetition; (2) the mix of students in schools based on socioeconomic status (school social mix); and vocational education. We explore how these policies influence the social distribution of achievemer.t between schools within countries. Implications of these findings are discussed.

Minha escola transparente: uma an��lise comparativa do uso de dados governamentais abertos na educação b��sica no Brasil e Inglaterra

This research attempts to analyze the effects of open government data on the administration and practice of the educational process by comparing the contexts of Brazil and England. The findings illustrate two principal dynamics: control and collaboration. In the case of control, or what is called the "data-driven" paradigm, data help advance the cause of political accountability through the disclosure of school performance. In collaboration, or what is referred to as the "data-informed" paradigm, data is intended to support the decision-making process of administrators through dialogical processes with other social actors.

Ranking de munic��pios para pol��ticas p��blicas de educação: compara����o entre avalia����es multicrit��rio a partir do IDH

Neste artigo se desenvolvem alternativas de abordagem multicrit��rio visando �� sele����o de munic��pios para a implementa����o de pol��ticas p��blicas de educação. Considerando que a situa����o da educação no Brasil apresenta grande variabilidade, o que impacta as demandas educacionais por pol��ticas p��blicas de educação de forma diferente em diferentes regi��es, verifica-se a necessidade de crit��rios objetivos para a sele����o de pontos de aplica����o de recursos para o combate a desigualdades nessa ��rea. Em particular, se discute o emprego do ��ndice de Desenvolvimento Humano como fundamento para decis��es na ��rea educacional. Al��m disso, visa-se a estabelecer condi����es para a compara����o dessas situa����es segundo diferentes crit��rios utilizados para fundamentar pol��ticas p��blicas de educação.

O rateio de ICMS por desempenho de munic��pios no Cear�� e seu impacto em indicadores do sistema de avalia����o da educação

De todo ICMS arrecadado pelos estados brasileiros, 25% �� distribu��do aos munic��pios. Os estados s��o respons��veis por definir as regras de distribui����o de 25% destes 25% do ICMS que �� transferido aos munic��pios, os outros 75% seguem o crit��rio do Valor Adicionado Fiscal. Alguns estados alteraram suas leis para que a distribui����o seja realizada em fun����o do desempenho dos munic��pios em algumas ��reas com o intuito de incentiva-lo a melhorarem sua performance em busca de uma maior fatia do ICMS. Seguindo esta l��gica est�� o estado do Cear�� onde 100% do ICMS distribu��do segundo regras estaduais �� calculado a partir do desempenho dos munic��pios em indicadores de resultado nas ��reas da educação (72%), sa��de (20%) e meio ambiente (8%). Este estudo tem como objetivo estimar o efeito que a mudan��a da Lei de distribui����o do ICMS do Cear�� teve em indicadores de resultado da ��rea da educação: IDEB e Prova Brasil. Para tanto, foi utilizado o m��todo da Dupla Diferen��a por meio da constru����o de grupos de controle e tratamento. Assim, comparou-se a evolu����o do desempenho, anteriormente e posteriormente �� mudan��a, de munic��pios cearenses com munic��pios parecidos de estados vizinhos, por��m, n��o submetidos a mesma regra de distribui����o de ICMS. De forma complementar, foram feitas outras duas analises separando os munic��pios do estado do Cear�� entre ganhadores e perdedores de recursos de ICMS com a mudan��a na Lei e entre os detentores dos melhores e piores desempenhos de PIB per capita. Os resultados apontam impactos positivos no desempenho dos munic��pios cearenses tanto no IDEB quanto na Prova Brasil. Mesmo os munic��pios que perderam recursos com mudan��a das regras de distribui����o de ICMS, melhoraram sua performance na educação. Os munic��pios mais pobres do estado, que apresentam desempenho pior do que os munic��pios mais ricos, aumentaram o desempenho reduzindo a diferen��a de profici��ncia se comparada aos munic��pios mais ricos. Neste sentido, h�� ind��cios de que a mudan��a na Lei do ICMS implementada pelo estado do Cear�� gerou impactos positivos no desempenho dos munic��pios no IDEB e na Prova Brasil.

Domina����o e educação

O objetivo fundamental deste estudo �� contribuir para uma reflex��o sobre os limites e possibilidades de a����o dos que atuam na administra����o da educação. Para dirigir esta reflex��o, parte-se do pressuposto b��sico de que a educação como um dos recursos de controle ideol��gico �� utilizada, numa determinada forma����o econ��mica e social, como garantia de manuten����o e reprodu����o das rela����es sociais vigentes e, portanto, como mais um recurso de domina����o. A partir da id��ia de que a educação e um dos recursos de domina����o utilizada e orientada no sentido de possibilitar a reprodu����o da Forma����o Social da qual �� parte constitutiva e constituente, analisa-se os procedimentos internos utilizados pelas institui����es de educação para garantir e assegurar que funcionem como instrumento de controle. A an��lise se desenvolve no interior da Secretaria de Estado de Educação e Cultura do Rio de Janeiro, a partir da d��cada de 70. Este estudo, em linhas gerais, pretende contribuir para uma atitude cr��tica capaz de superar uma pr��tica puramente reprodutora e coersiva para construir uma pedagogia de liberta����o.

Education, preferences for leisure, and the optimal income tax schedule

Recent advances in dynamic Mirrlees economies have incorporated the treatment of human capital investments as an important dimension of government policy. This paper adds to this literature by considering a two period economy where agents are di erentiated by their preferences for leisure and their productivity, both private information. The fact that productivity is only learnt later in an agent's life introduces uncertainty to agent's savings and human capital choices and makes optimal the use of multi-period tie-ins in the mechanism that characterizes the government policy. We show that optimal policies are often interim ine cient and that the introduction of these ine ciencies may take the form of marginal tax rates on labor income of varying sign and educational policies that include the discouragement of human capital acquisition. With regards to implementation, state-dependent linear taxes implement optimal savings, while human capital policies may require labor income taxes that depend directly on agents' schooling.

Two essays on education and governament policies

Whether human capital increases or decreases wage uncertainty is an open ques- tion from an empirical standpoint. Yet, most policy prescriptions regarding human capital formation are based on models that impose riskiness on this type of invest- ment. We slightly deviate from the rest of the literature by allowing for non-linear income taxes in a two period model. This enables us to derive prescriptions that are robust to the risk characteristics of human capital: savings should be discouraged, human capital investments encouraged and both types of investment driven to an e�� cient level from an aggregate perspective. These prescriptions are also robust to what choices are observed, even though the policy instruments used to implement them are not.

The risk-properties of human capital and the design of government policies

Whether human capital increases or decreases wage uncertainty is an open question from an empirical standpoint. Yet, most policy prescriptions regarding human capital formation are based on models that impose riskiness on this type of investment. In a two period and finite type optimal income taxation problem we derive prescriptions that are robust to the risk characteristics of human capital: savings should be discouraged, human capital investments encouraged and both types of investment driven to an efficient level from an aggregate perspective. These prescriptions are also robust to the assumptions regarding what choices are observed, despite policy instruments being not.

Should educational policies be regressive?

In this paper, we show that when the government is able to transfer wealth between generations, regressive policies are no longer optimal. The optimal educational policy can be decentralized through appropriate Pigouvian taxes and credit provision, is not regressive, and provides equality of opportunities in education (in the sense of irrelevance of parental income for the amount of education). Moreover, in the presence of default, the optimal policy can be implemented through income-contingent payments.

A democratiza����o do acesso ao ensino superior: um estudo sobre o Programa Universidade Para Todos (PROUNI) e sobre o sistema de reservas de cotas de vagas ��tnico-raciais

Brazil is an extremely unequal country and this inequality has been a permanent characteristic of its economic and social structure. Some scholars generally consider that the economic growth has generated extreme conditions of space and social inequalities, which reveal themselves within Brazil��s regions, states, rural and urban areas, central and peripheral areas and among its ethnic groups. Such conditions negatively affect the quality of life of the population and will be reflected in the reduction of life expectancy, in the increase of the indexes of infant mortality and illiteracy, amongst other aspects. Education is considered one of the ways to promote the development of a country, however, access to education, specially higher education in Brazil, since it was first implemented, had been limited to a small group of privileged people, the elite of society. Thus, it becomes necessary to extend the access of students to higher education and consequently to generate individuals capable of changing the reality of the place where they live in and as a result, to develop the country. The purpose of this research is to analyze two programs destined to the amplify the access to higher education in Brazil, namely, the University for All Program (ProUni) and the System of Quotas, with the objective to verify at which level their drawings and strategies will allow the democratization of the access to higher education and the reduction of regional inequalities. In order to achieve its objective, the study is initiated with the issue of development and inequalities in Brazil, then it goes through the history of higher education in Brazil and it is finished with the analysis of ProUni and the System of Quotas.

A gest��o Escolar como fator condicionante da qualidade de ensino e grau de satisfa����o dos atores escolares e desempenho da unidade escolar

The basic thesis of this work is that the school management constitutes a key factor for the quality of education in the school units, and therefore its main manager, the principal, assumes a main role in the school performance. Despite this fact, it has not been attributed to the educational management any priority in the educational management research in the educational area. Thus, this work aimed at investigating the influence on the style of management of the school administrator, so far as the principal is concerned. It was used bibliographical research on the subject and interviews carried out with professors, employees and directors of schools of the public system of education of the State of S��o Paulo. Amongst the most relevant results it was observed: 92% of the participant professors of the research consider that the performance of the principal influences the quality of education of the school; 93% of the participant employees of the research consider that they had had significant changes in relation to their activity, which resulted from for the varied forms of the directors' performance.

Correla����o entre qualidade de ensino e os investimentos financeiros

O senso comum vincula a falta de qualidade do ensino p��blico �� insufici��ncia de recursos financeiros dispon��veis. Tamb��m no meio acad��mico, pesquisadores alegam a inexist��ncia de recursos suficientes para que seja fornecida uma educação de qualidade, enquanto outros acad��micos defendem que, apesar de poucos recursos dispon��veis, o maior problema �� a falta de efici��ncia dos investimentos financeiros pelo gestor p��blico. Nesta pesquisa foram realizadas duas an��lises: a primeira correlacionando a qualidade do ensino aos investimentos financeiros sob uma perspectiva quantitativa destes investimentos, utilizando um modelo de an��lise bivari��vel; enquanto a segunda an��lise correlaciona a qualidade do ensino aos investimentos financeiros sob uma perspectiva qualitativa destes investimentos, utilizando a aloca����o dos recursos financeiros para qualific��-los. A an��lise dos resultados desta pesquisa comprova que os investimentos financeiros no ensino n��o devem ser vinculados somente em fun����o da quantidade dos investimentos financeiros. Os investimentos financeiros podem ser alocados em diversos tipos de despesas no universo educacional, tais como: remunera����o de magist��rio, alimenta����o e transporte escolar, distribui����o de uniformes, materiais did��ticos, infra-estrutura, dentre outros. Algumas dessas despesas agregam maior valor ao ensino que outras. Assim, a prioridade dos programas e pol��ticas educacionais municipais est�� diretamente ligada �� qualidade do ensino municipal.