Navegando por Assunto "IDEB"

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Acesso aberto (Open Access)
Análise dos fatores relacionados ao desempenho das escolas no IDEB: estudo de caso no Estado do Pará
(Universidade Federal do Pará, 2022-02-11) GOMES, Vitor Hugo Macedo; SILVA, Marcelino Silva da
The complexity of identifying all the factors that are related to the performance of schools on the Basic Education Development Index (IDEB) is enormous. In this study, three databases were analyzed with the objective of identifying several factors that correlate with low performance in state schools in the state of Pará. Initially, it was observed through the analysis that 142 municipalities in the state were at risk of not meeting the goal regarding the reduction of school dropouts and, consequently, affecting the performance of schools. This study used educational data mining techniques to, first, select variables with structural characteristics in the teaching environment, comparing the schools with higher and lower performance in IDEB, identifying possible relationships with school dropouts. Then, the Randon Florest (RF) algorithm was used to select the most important variables that directly or indirectly impact the IDEB index. After the selection phase, the variables were submitted to the Linear Regression (LR) algorithm. The results reveal that in the group of schools below average in IDEB, 60.6% reside in families with incomes up to one minimum wage, while 37.5% have incomes above one minimum wage. In the group of schools above average in IDEB, 42.4% live in families with incomes up to one minimum wage, while 51.6% live in families with incomes above one minimum wage. Evidencing that family income is related to better IDEB scores and, consequently, better infrastructure conditions. The results also indicate that the income of students’ families is related to the average family income in the analyzed municipalities. Next, variables related to parents’ income were used to identify a possible relationship between parents’ schooling and students’ performance. Finally, the analysis ends with the analysis of the impact of the Municipal Human Development Index (HDI) on the variables related to the students’ grades, the teachers’ qualifications, and the teachers’ experience in the school environment. The results reveal that there is a correlation between the index and student learning in the classroom. On the other hand, better IDEB scores are directly related to the adequacy of the curriculum to the subject taught, in addition to good working conditions for teachers.
Desconhecido
Capital global das escolas e desigualdade de desempenho em matemática em avaliações de larga escala no Brasil
(Universidade Federal do Pará, 2020-04-28) PALHETA, Franciney Carvalho; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; https://orcid.org/ 0000-0001-9515-101X
This research presents a study on the inequality of performance in Mathematics, of students of the 5th year of Elementary School, in large-scale educational evaluation, in this case, Prova Brasil. The objective is to show the relation of the inequality of performance in Mathematics of the students of 5th grade of elementary school, in Prova Brasil, with the distribution of economic, cultural and social capital by schools. It is a quanti-qualitative research, with a sample of 2,592 schools, which used data from SAEB and the SCHOOL CENSUS, both from 2015. It is theoretically based on the concepts of Bourdieu's Theory, namely: economic capital, cultural capital, social capital, fields and habitus, to build context indicators, based on Item Response Theory. Thus, nine components related to these capitals were arrived at, for the schools in the sample, categorized on a four-level scale (LOW, MEDIUM, INTERMEDIATE and SUPERIOR). In order to analyze the relationship between capital and inequality of performance in Mathematics, a Panel of Capital Indicators was created, used to obtain the distribution of capital among schools. There was also a crossing of the Indicators Panel with five ranges of performance inequality in Mathematics. The research showed that although there are educational networks that manage to reach or exceed IDEB goals, these networks still present great inequality of performance in Mathematics. The transfer of cultural capital by schools is more significant through the capital associated with teachers (cultural and social). As greater capital decapitalization occurs in schools, the greater is the inequality of performance of students in Mathematics, that is, there is an inverse relationship between global capital available in schools and inequality of performance in Mathematics.
Desconhecido
Gestão da informação do perfil dos professores e infraestrutura das escolas públicas do estado do Pará: um modelo baseado em árvore de decisão
(Universidade da Amazônia, 2021-11) MENDONÇA, Yuri Vidal Santiago de; BEZERRA, Thalita Carvalho