Navegando por Assunto "Qualidade da educação"

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Acesso aberto (Open Access)
O SISPAE e a qualidade do ensino: diagnóstico das escolas públicas de ensino Médio no município de Breves-PA a partir da análise de indicadores educacionais (2011 a 2020)
(Universidade Federal do Pará, 2022-11-30) MARTINS, Edilene Santos de Farias; ALVES, João Paulo da Conceição; http://lattes.cnpq.br/8550073679337988; https://orcid.org/0000-0002-9549-3906
This dissertation aims to elaborate about the educational quality obtained by large-scale assessments, specifically the System of Educational Assessment of Pará - SisPAE, from its implementation. This public policy was implemented by the Program for Quality Improvement and Expansion of Basic Education Coverage in the State of Pará, through actions developed by the Pacto pela Educação do Pará movement, which uses SisPAE as an instrument for regulating and controlling the quality of basic education in Pará. In this way, the research intends to analyze the diagnosis of high school quality in the state network of the municipality of Breves-Marajó, from SisPAE, in the period from 2011 to 2020. Thus, we seek to: a) know the elements that are being considered in the public policies to promote educational quality in Brazil considering the reorganization of the educational system after the 1990s; b) understand the process of implantation of SisPAE in the State of Pará and the relations with the politics of neoliberal character of global context; and c) identify, in the time frame of ten years (2011- 2020), whether the implementation of SisPAE obtained the intended results for public schools in the Breves region, given its highlighted relevance in the goals established in the plans defined for education and the strong influence of multilateral organizations. As a methodological procedure, documental research was adopted in different sources on economic, social and educational indicators, reports, contracts, regulations available on websites, official organs of the State and International Organizations. It was used as a method, the analysis of content in the data collected through the qualitative approach. After the analyses, it was verified the limitation of the Pará evaluation system in relation to the educational quality in the analyzed period. It is observed that this policy, based on standardized tests, converges with the guidelines of international organizations, by using managerial instruments to promote educational quality. By legitimizing the indicator as a thermometer of educational quality, which is the use of student performance, they reveal a reductionist character of education, as it excludes important intra and extra-school factors. However, even the analysis pointing out the inefficiency of public education in the municipality, due to the low results of SisPAE, the way in which the market uses to consolidate the hegemonic thinking about public education, the flow indicators, access and socioeconomic conditions, reveal that the region's social inequality is the most relevant variable in the negative results in large-scale evaluation, and not simply the school, teacher and student.
Acesso aberto (Open Access)
Transgressão do Paradigma da (multi)Seriação como referência para a construção da Escola Pública do Campo
(2014-12) HAGE, Salomão Antônio Mufarrej
The article analyzes the reality of rural public schools by including their particularities in the broader challenges facing the popular social movements of rural areas. These social movements seek to ensure the right to universal Basic Education with socially relevant quality and affirmative of the sociocultural and territorial diversity that constitute the rural areas in Brazil. It shares the results of studies carried out by the Group of Study and Research in Rural Education in the Amazon - GEPERUAZ, that investigates the reality of rural schools with multigrade classes, considering the paradox between disrepair and precariousness that to a large extent characterize the conditions of existence of these schools and the creative actions taken by teachers and students in school daily life that defy the adverse conditions experienced therein. It indicates references to the transgression of the urban grading teaching paradigm, currently hegemonic in these schools.