A gestão Escolar como fator condicionante da qualidade de ensino e grau de satisfação 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 São 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.

From dakar to Brasilia: monitoring unesco´s education goals

Active participation of Brazilian civil society, coupled with the 2007 education development plan, launched by the Brazilian government provides an interesting example of the influences of the Dakar Goals. The two domestic initiatives share the same name, spirit and direction proposed in Dakar 2000. We analyse here changes in the Brazilian policies and indicators related to the Dakar Education Goals since its creation, we note: (i) an increase in enrolment over the relevant period; (ii) access to primary education was nearly universal by 2000; (iii) over-aged youth and adult students fell considerably during the period, but access did not expand; (iv) illiteracy has been falling at a rate which, if sustained, will enable us to meet the goal; (v) gender discrimination did not take place in Brazil; (vi) most pupil proficiency indicators have progressively deteriorated from what was already a low standard. In summary, quantity indicators did improve over the period while most quality indicators worsened.

Three essays on education from the perspective of the economics of public setor

This work consists of three essays organized into chapters that seek to answer questions at first sight unrelated, but with one common denominator, which is the scarcity of public resources devoted to education, overall, especially in lower education. . The first chapter deals with the scarcity of resources devoted to education in a context of population aging. Two hypotheses were tested for Brazilian municipalities on the relationship between the aging of the population and educational expenditure. The first, already proven in the literature, is that there is an intergenerational conflict for resources and the increase of the share of elderly in the population reduces the educational expenditure. The second, proposed here for the first time, is that there should be reduction of competition for resources if there is a relationship of co-residence between young and old. The results indicated that an increase in the share of elderly reduces the educational expenditure per youth. But the results also illustrate that an increase in the share of elderly co-residing with youth (family arrangement more common in Latin American countries) raises the educational expenditure, which reflects a reduction of competition for resources between generations. The second chapter assesses the allocative efficiency of investments in Higher Education. Using the difference between first-year and last-year students’ scores from Enade aggregated by HEI as a product in the Stochastic Production Function, is possible to contribute with a new element in the literature aimed at estimating the production function of education. The results show that characteristics of institutions are the variables that best explain the performance of students, and that public institutions are more inefficient than the private ones. Finally, the third chapter presents evidence that the allocation of public resources in early childhood education is important for a better future school performance. In this chapter was calculated the effects of early childhood education on literacy scores of children attending the 2nd grade of elementary school. The results using OLS and propensity score matching show that students who started school at the ages to 5, 4, and 3 years had literacy scores between 12.22 and 19.54 points higher than the scores of those who began school at the ages 6 years or late. The results also suggest that the returns in terms of literacy scores diminish in relation to the number of years of early childhood education.

Os formados pelas escolas estaduais de ensino médio e a demanda por ensino superior na cidade de São Paulo: uma análise exploratória dos fatores de escolha - 2007 a 2009

Apesar de serem muitas as análises sobre tendências do Ensino Superior no Brasil, sobre o nível de qualidade das instituições ou sobre políticas de cotas sociais ou raciais, são raras as investigações destinadas a melhor compreender a decisão pela busca do Ensino Superior por parte dos concluintes do Ensino Médio público. Trabalhos empíricos desenvolvidos com esse objetivo costumam focalizar indivíduos já em graduação, desconsiderando aqueles que poderiam buscar o Ensino Superior e não o fizeram. Na cidade de São Paulo, esse contingente representa 81% dos 123.000 concluintes do ensino médio, todos os anos. Este trabalho busca explorar fatores que expliquem a decisão pela busca do ensino superior a partir do perfil e grau de envolvimento da família, do desempenho escolar e da condição de trabalho dos componentes de uma amostra com 52 jovens que entre 2007 e 2009 terminaram o ensino médio em escolas estaduais da Capital. A contribuição desta pesquisa decorre da excepcional variedade de dados colecionados desses indivíduos, observados em dois anos distintos: 2007 e 2010, e dados secundários sobre seu histórico escolar e sobre a qualidade das escolas em que estudaram. Este trabalho exploratório foi ainda complementado com estudos de caso de seis indivíduos tomados em amostra, submetidos a uma entrevista em profundidade para observar outras possíveis informações relevantes para compreender a decisão pela busca ou não do ensino superior. Dentre as evidências colhidas, surpreendeu o fato que o desempenho em matemática dos indivíduos e a qualidade da escola onde estudaram não explicaram a busca por formação superior. Renda e escolaridade dos pais mostraram-se menos influentes que a posse de computador no domicílio. Da parte da família, a presença do pai e da mãe (biparentais) e com mais elevadas expectativas de escolarização dos filhos mostraram-se importantes indicadores pela busca de maior escolarização por parte dos filhos.

Impactos de incentivos financeiros sobre o desempenho escolar: evidências do Programa Cartão Família Carioca

Este estudo avalia o programa Cartão Família Carioca (CFC), do município do Rio de Janeiro. Através de dados administrativos, estimamos o impacto dos incentivos introduzidos pelo CFC sobre a frequência e desempenho dos alunos em testes padronizados. Encontramos efeitos positivos sobre ciências e negativos para português, além de impacto no sentido de reduzir as faltas dos alunos participantes.

Minha escola transparente: uma análise comparativa do uso de dados governamentais abertos na educação básica 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.

Eleição nas escolas: uma análise do impacto do diretor eleito sobre o desempenho educacional no Estado da Bahia

In Brazil, the selection of school principals is set in a decentralized manner by each state and city, such that processes may vary with time for a specific locality. In the state of Bahia, school principals were appointed by a higher political hierarchy until 2008, when schools under state administration started selecting principals by elections. The main goal of this work is to evaluate whether changing this specific rule affected students proficiency levels. This is achieved by using a panel data and difference-in-differences approachs that compares state schools (treatment group) to city schools (control group) that did not face a selection rule change and thus kept having their principals politically appointed. The databases used are Prova Brasil 2007, 2009 and 2011, the first one prior and the other two former to the policy change. Our results suggest that students attending schools with principals that are selected and elected have slightly lower mean proficiency levels both in mathematics and in portuguese exams than those attending schools with appointed principals. This result, according to the literature, could be related to perverse effects of selecting school administrators by vote, such as corporatism, clientelism and politicization of the school environment

Inclusão digital: a inserção das tecnologias informacionais nas escolas públicas da RMNatal

This study aims to determine the influence of Digital Inclusion in school performance of students from public high school in the metropolitan area of Natal, through the use of computers in a pedagogical and Internet use.Throughout the paper we try to answer the question: The pedagogical use of computers connected to the Internet contributes to improving the academic performance of students in public schools in the RMNatal? To answer the research question, we focus on the database INEP on the infrastructure of schools and the bank rates of school performance. For both technical procedures performed to obtain the relationship between Internet and School Performance. Then the School Settings have been configured for Digital Inclusion and made crosses with the approval rates, distortion and failure. The survey results indicate that according to the classification established in: Included in School Settings, School Settings deficit, Adverse Environments School and School Settings Deleted, which has prevailed in the metropolitan area of Natal are the schools that are provided outside.

Família, aluno e professor: as forças tipológicas da educação básica na região metropolitana de Natal

This work was developed in the research line: "The habitus of study: builder of a new reality in the basic education of metropolitan area Natal" which is being developed with the support of CAPES by the Centre for Education. Acts, especially the problem of academic performance of students in basic education of the public in the Metropolitan Region of Natal (RMN). Thus, the aim of this paper is to construct a typology of students in the 9th year of basic education, attending the public schools (state or municipal) of MRN, 2009, and assess, according to these profiles, what personal characteristics student and their families: economic, social and cultural capital as well as teaching practices create environments capable of favoring a good educational development as measured by the performance obtained in the assessments in mathematics and English language. The data used were provided through the microdata Brazil Exam 2009 held by INEP. We used the methods Grade of Membership (GoM) for construction of profiles relevance of students according to the characteristics already mentioned. With these profiles was verified, which were effectively generating good performance in school curriculum components evaluated. The findings indicate that students belonging to the profile considered good environment, able to achieve better school performance both in Portuguese as in Mathematics, compared to the extreme profiles and adverse deficit

As organizações não-governamentais e a educação básica oferecida aos pobres: do consenso da oferta à ação privatizante

This work articulates a discussion about the role of the Non-Governmental Organizations (NGOs) in the social policies scenario, privileging the basic education directed to the poor in Brazil, in the period from 1992 to 2002. It is a relevant theme, particularly due to the importance of the NGOs in both the national and international scope actions. The study assumes that the NGOs are instruments of control (social control) that filter the social demands towards the State, specially regarding the basic education directed to the poor. It also discusses the process of acknowledgement e expansion of the NGOs as a result of the political and economic conjuncture leading to the State reform, which had an impact on the field of social policies. A close examination of these complex relations was only possible through the understanding of the third sector establishment, having the NGOs as the main means. In this movement, relevant information of the reality are considered in order to delimit the extents of this phenomenon, with a brief reference to its origins, to the marks of its conjunctural relations, registering the multiple faces of these Organizations and the constutive elements of the debate among different visions regarding the third sector, having the NGOs as a part of its composition. With this approach, documents and publications by the NGOs and the government are researched. Based on this material, the purposes announced by these organizations are analyzed, considering the Brazilian social, political and economic conjuncture. The State of Maranhão has been chosen as an example of this context, due to the high levels of poverty and low school performance, and also given that a great many NGOs actions are more and more being held in that location in order to promote social policies. It has been concluded that the NGOs help strengthen the theses that show the decrease in the State responsibilities on free, public and quality education, and that such principle is being negotiated through the partners actions

Citologia: uma proposta formativa na EaD - UFRN a partir de concepções alternativas

Learning difficulties can have a direct influence on the teaching-learning process of students by reducing their school performance. One factor that may contribute to this negative influence on learning refers to the presence of alternative conceptions, which may have different origins in the educational process. It is of paramount importance, for teachers, for example, to identify the concepts and the difficulties of their students in order for that knowledge can be able to contribute significantly to improve the teaching and learning process. From the following considerations, the present study (still in progress) aims to investigate aspects related to the concepts and difficulties of graduating students in relation to the contents of Biology. The participants of the research were undergraduate students in Biological Sciences from UFRN, studying by Distance Learning (Educação a Distância). To develop the survey, questionnaires were developed to identify the contents in Biology that these students have more difficulties as well as an interview to raise misconceptions regarding the content of cytology. Another tool developed was a textbook evaluation form, which was applied in conjunction with a questionnaire in workshops (short courses) in order to identify possible errors and mistakes that could jeopardize the process of teaching and learning, such as the importance that these learners assign to textbooks in the educational process. From the data collected, a booklet on the content of cytology was developed as a product. It is expected that it can be applied in classrooms in order to improve the teaching and learning in references to Biology, to minimize, for example, alternative conceptions than can occur related to the theme

Investigação da influência do cochilo na aprendizagem escolar

There is a known positive effect of nocturnal sleep for brain plasticity and the consolidation of declarative and procedural memories, as well as for the facilitation of insight in problem solving. However, a possible pro-mnemonic effect of daytime naps after learning is yet to be properly characterized. The goal of this project was to evaluate the influence of daytime naps on learning among elementary and middleschool students, measuring the one-day (acute), and semester-long (chronic) effects of post-learning naps on performance. In the Acute Day-Nap condition, the elementary students were exposed to a class and then randomly divided into three groups: Nap (N), Game-based English Class (GBEC) and Traditional English Class (TEC). There were 2 multiple-choice follow-up tests to evaluate students performance in the short and long runs. In the short run, the N group outperformed the other two groups; and such tendency was maintained in the long run. In the chronic condition, the middle-school students were randomly separated into two groups: Nap (N) and Class (C) and were observed during one academic term. The N group had increased school performance in relation to the C group. In the statistical analyses, independent t-tests were applied considering the scores significant when p<0,05, expressed in terms of average ± average standard error. Results can be interpreted as an indication that a single daytime nap opportunity is not enough to ensure learning benefits. Therefore, more research is needed in order to advocate in favor of a daytime nap as a pedagogical means of promoting enhanced school performance

Desempenho escolar de crianças com Distúrbio Específico de Linguagem: relações com habilidades metafonológicas e memória de curto prazo

OBJETIVO: Descrever o desempenho de crianças com Distúrbio Específico de Linguagem (DEL) em provas de leitura, escrita, aritmética, consciência fonológica e memória seqüencial auditiva, assim como, verificar se há associação positiva entre as provas que avaliam a aprendizagem escolar e as que avaliam o processamento da informação. MÉTODOS: Vinte sujeitos com diagnóstico de DEL, com idades entre 7 e 12 anos, foram submetidos ao Teste de Desempenho Escolar (TDE) e a duas provas, que avaliam o processamento da informação (Perfil de Habilidades Fonológicas e Subteste de Memória Seqüencial Auditiva do Teste de Illinois de Habilidades Psicolingüísticas - ITPA). RESULTADOS: A maioria apresentou alteração em todas as provas realizadas. As associações entre o desempenho do grupo nas diferentes provas demonstram que a habilidade metafonológica apresentou associação estatisticamente significante com as habilidades de leitura (p=0,02) e escrita (p=0,02). Por sua vez, a habilidade de memória seqüencial auditiva apresentou associação estatisticamente significante apenas com a habilidade de aritmética (p=0,0003). CONCLUSÃO: O desempenho escolar, assim como as habilidades de consciência fonológica e memória de curto prazo mostraram-se defasados na maioria dos sujeitos avaliados, havendo associação positiva entre: a prova de memória de curto prazo e a prova de aritmética; a prova de consciência fonológica e as provas de leitura e escrita. Neste contexto, reforça-se aqui a utilização de programas de intervenção baseados em Modelos Psicolingüísticos, que sugerem o uso de estratégias individuais para o desenvolvimento das habilidades metafonológicas.

Desempenho escolar da criança vitimizada encaminhada ao fórum judicial

O objetivo do estudo foi caracterizar o desempenho escolar da criança vítima de violência doméstica atendida no Fórum Judicial. Participaram do estudo 20 crianças vitimizadas comparadas com seus pares da mesma sala de aula, mesmo sexo e mesma faixa etária, mas sem histórico de violência doméstica, suas respectivas mães e professoras. As crianças responderam ao Teste de Desempenho Escolar, Inventário de Estilos Parentais e ao Teste de Raven (Escala Especial) e apresentaram o caderno escolar. As mães responderam a uma entrevista e a Escala de Táticas de Conflitos Revisada (CTS-2). As professoras apresentaram sua opinião sobre o desempenho acadêmico dos participantes. Os dados obtidos mostraram que a criança vitimizada tem desempenho escolar inferior ao grupo controle. Os resultados da CTS-2 indicaram que a maioria das crianças vitimizadas estava exposta à violência conjugal. O estudo mostrou que, além da violência doméstica direta e indireta, tais crianças estavam expostas a outros fatores de risco, tais como, pobreza, baixa escolaridade materna e uso de álcool e/ou droga por familiares.