Desempenho escolar do ensino médio no Brasil: o papel da formação docente e da infraestrutura da escola no contexto regional e estadual

Abstract

School performance in the context of Brazilian education has become one of the main strategies used in scientific debates to obtain diagnoses of the situations facing the educational system, more specifically on the conduct of public policies for basic education, which include the regular high school grades. The national literature discusses performance through the results of national exams. In this respect, it can be emphasized that in international studies, school performance is diagnosed as an essential tool for dealing with the alignment of constructive policies, because in countries considered developed, they have education as the main resource needed, in terms of the level of education of the population, which represents the potential that the nation must grow. From the literature review, no research was found that used the School Census with the intention of detailing school performance through the role of teachers' actions and the school's infrastructure. To this end, the main objective of this thesis is to analyze the performance of students enrolled in secondary school as a function of adequate teacher training and school infrastructure, in Brazil, the Major Regions and states, between 2016 and 2017. To achieve this, information from the 2016 and 2017 School Censuses of the Anísio Teixeira National Institute for Educational Studies and Research (INEP) was used. In this sense, a methodology is proposed to create indicators that relate to the attributes of students in the initial stages of regular secondary education, adequate teacher training and school infrastructure, which is one of the main contributions of this thesis. Having created the methodological resources of this research, the analytical evidence of the indices points to the main contrasts between the regions and states. The results show that Piauí had the worst performance in Brazil and the Northeast in terms of IDA, while the Southeast had the best - São Paulo. In the Midwest, the state of Mato Grosso stood out for its significant number of teachers with inadequate training, while the Federal District was best in this IFDA condition. In the North, Acre was the worst in terms of school infrastructure, while in the South, the state of Rio Grande does Sul stood out with a good representation of IIE. Thus, the indices were sufficient to confirm hypotheses about the influence of the role of teacher training and school infrastructure, pointing to a positive relationship. To sum up, the respective indices can offer new methodological procedures for quantitative research.