School context and educational indicators: unequal conditions for the implementation of an education assessment policy
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/53050 |
Resumo: | The introduction by the federal government of the Basic Education Development Index (Ideb in the Portuguese acronym for Índice de Desenvolvimento da Educação Básica) represented a significant change in the way in which education is followed in Brazil. Ideb is the quality indicator developed to evaluate the education offered in this country and by each unit of the Federation, municipality, and public school. It also allows following the improvement in the quality of education according to preestablished goals. Its use for these purposes has been fuelling debates about the kind of policy of accountability that the indicator creates. It is argued in this article that Ideb puts focus on end results, without taking into account the conditions that have contributed to obtaining such results. The work analyzes the relations between this indicator and the school context, considering the profile of the pupils and the characteristics of the teaching institution. The empirical study makes use of data from the Prova Brasil, from the School Census and from Ideb itself through models of multiple linear regression. The results show that the schools that cater for pupils of a less privileged socioeconomic background exhibit, as expected, poorer results even when controlled for other features. These schools find it much more difficult to elevate the value of the indicator. Besides, infrastructure conditions and the complexity of the institutions are also correlated with Ideb. Lastly, the results indicate that there is a need for policies to overcome these limitations and that these conditions cannot be ignored in the analysis of the Ideb. |
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School context and educational indicators: unequal conditions for the implementation of an education assessment policy Contexto escolar e indicadores educacionais: condições desiguais para a efetivação de uma política de avaliação educacional Avaliação educacionalContexto escolarEnsino fundamentalEducational assessmentSchool contextFundamental education The introduction by the federal government of the Basic Education Development Index (Ideb in the Portuguese acronym for Índice de Desenvolvimento da Educação Básica) represented a significant change in the way in which education is followed in Brazil. Ideb is the quality indicator developed to evaluate the education offered in this country and by each unit of the Federation, municipality, and public school. It also allows following the improvement in the quality of education according to preestablished goals. Its use for these purposes has been fuelling debates about the kind of policy of accountability that the indicator creates. It is argued in this article that Ideb puts focus on end results, without taking into account the conditions that have contributed to obtaining such results. The work analyzes the relations between this indicator and the school context, considering the profile of the pupils and the characteristics of the teaching institution. The empirical study makes use of data from the Prova Brasil, from the School Census and from Ideb itself through models of multiple linear regression. The results show that the schools that cater for pupils of a less privileged socioeconomic background exhibit, as expected, poorer results even when controlled for other features. These schools find it much more difficult to elevate the value of the indicator. Besides, infrastructure conditions and the complexity of the institutions are also correlated with Ideb. Lastly, the results indicate that there is a need for policies to overcome these limitations and that these conditions cannot be ignored in the analysis of the Ideb. A introdução do Índice de Desenvolvimento da Educação Básica (Ideb) pelo governo federal representou uma mudança significativa na forma como a educação passou a ser acompanhada no Brasil. O Ideb é o indicador de qualidade desenvolvido para avaliar a educação oferecida no país e em cada unidade da federação, município e escola pública. Ele serve também para acompanhar a melhoria da qualidade educacional segundo metas preestabelecidas. Seu uso para essas finalidades tem suscitado debates sobre o tipo de política de responsabilização que o indicador engendra. Argumenta-se, neste artigo, que o Ideb coloca foco em resultados finalísticos, sem considerar as condições que propiciam a obtenção de tais resultados. O trabalho analisa a relação entre o indicador e o contexto escolar, considerando para tal o perfil de seus alunos e as características do estabelecimento de ensino. A análise empírica utiliza dados da Prova Brasil, do Censo Escolar e do próprio Ideb, por meio de modelos de regressão linear múltipla. Os resultados mostram que as escolas que atendem a alunos de menor nível socioeconômico, como esperado, têm piores resultados, mesmo com o controle de outras características. Para essas escolas, é muito mais difícil elevar o valor do indicador. Além disso, as condições de infraestrutura e de complexidade da instituição também guardam relação com o Ideb. Por fim, os resultados indicam que são necessárias políticas de superação dessas limitações e que tais condições não podem ser ignoradas na análise do Ideb. Universidade de São Paulo. Faculdade de Educação2013-03-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/5305010.1590/S1517-97022013000100012Educação e Pesquisa; v. 39 n. 1 (2013); 177-194Educação e Pesquisa; Vol. 39 No. 1 (2013); 177-194Educação e Pesquisa; Vol. 39 Núm. 1 (2013); 177-1941678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/53050/57102Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessAlves, Maria Teresa GonzagaSoares, José Francisco2014-10-24T15:52:04Zoai:revistas.usp.br:article/53050Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:52:04Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
School context and educational indicators: unequal conditions for the implementation of an education assessment policy Contexto escolar e indicadores educacionais: condições desiguais para a efetivação de uma política de avaliação educacional |
title |
School context and educational indicators: unequal conditions for the implementation of an education assessment policy |
spellingShingle |
School context and educational indicators: unequal conditions for the implementation of an education assessment policy Alves, Maria Teresa Gonzaga Avaliação educacional Contexto escolar Ensino fundamental Educational assessment School context Fundamental education |
title_short |
School context and educational indicators: unequal conditions for the implementation of an education assessment policy |
title_full |
School context and educational indicators: unequal conditions for the implementation of an education assessment policy |
title_fullStr |
School context and educational indicators: unequal conditions for the implementation of an education assessment policy |
title_full_unstemmed |
School context and educational indicators: unequal conditions for the implementation of an education assessment policy |
title_sort |
School context and educational indicators: unequal conditions for the implementation of an education assessment policy |
author |
Alves, Maria Teresa Gonzaga |
author_facet |
Alves, Maria Teresa Gonzaga Soares, José Francisco |
author_role |
author |
author2 |
Soares, José Francisco |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Alves, Maria Teresa Gonzaga Soares, José Francisco |
dc.subject.por.fl_str_mv |
Avaliação educacional Contexto escolar Ensino fundamental Educational assessment School context Fundamental education |
topic |
Avaliação educacional Contexto escolar Ensino fundamental Educational assessment School context Fundamental education |
description |
The introduction by the federal government of the Basic Education Development Index (Ideb in the Portuguese acronym for Índice de Desenvolvimento da Educação Básica) represented a significant change in the way in which education is followed in Brazil. Ideb is the quality indicator developed to evaluate the education offered in this country and by each unit of the Federation, municipality, and public school. It also allows following the improvement in the quality of education according to preestablished goals. Its use for these purposes has been fuelling debates about the kind of policy of accountability that the indicator creates. It is argued in this article that Ideb puts focus on end results, without taking into account the conditions that have contributed to obtaining such results. The work analyzes the relations between this indicator and the school context, considering the profile of the pupils and the characteristics of the teaching institution. The empirical study makes use of data from the Prova Brasil, from the School Census and from Ideb itself through models of multiple linear regression. The results show that the schools that cater for pupils of a less privileged socioeconomic background exhibit, as expected, poorer results even when controlled for other features. These schools find it much more difficult to elevate the value of the indicator. Besides, infrastructure conditions and the complexity of the institutions are also correlated with Ideb. Lastly, the results indicate that there is a need for policies to overcome these limitations and that these conditions cannot be ignored in the analysis of the Ideb. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-03-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/53050 10.1590/S1517-97022013000100012 |
url |
https://www.revistas.usp.br/ep/article/view/53050 |
identifier_str_mv |
10.1590/S1517-97022013000100012 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/53050/57102 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 39 n. 1 (2013); 177-194 Educação e Pesquisa; Vol. 39 No. 1 (2013); 177-194 Educação e Pesquisa; Vol. 39 Núm. 1 (2013); 177-194 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
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Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713809193893888 |