How is brazilian education? What to do?
Autor(a) principal: | |
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Data de Publicação: | 2006 |
Tipo de documento: | Artigo |
Título da fonte: | Ensaio (Rio de Janeiro. Online) |
Texto Completo: | https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/692 |
Resumo: | The paper shows how brazilian education is terms of attendance, student flow and quality of education. Access to school is universalized, but finishing 8th grade (Middle School) is not. Repetition and drop-out rates ceased to fall in the last years and are increasing in High School. Expansion of High School stopped. Therefore, it is not possible to universalize conclusion of Middle and High School. The paper also shows that the quality of Education in Mathematics in Brazil is very bad, pointing out (personal judgment) basic and satisfactory levels of SAEB proficiency scale for the 4th, 8th and 11th (3rd grade of High School). The percentages of students above the satisfactory levels are very low and decrease with the grade. The paper suggests desirable targets for student flow and student achievement. Finally, the paper suggests some actions believed to have positive effect over student flow and achievement. |
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How is brazilian education? What to do?¿Como esta la educacion en brasil? ¿Que se puede hacer?Como esta a educação no Brasil? O que fazer?Flujo escolar; Universalizacion de la conclusion de la Enseñanza Fundamental; Calidad de enseñanza; Metas deseablesStudent flow; Universalize conclusion of Middle School; Quality of learning; Desirable targets;Fluxo escolar; Universalização da conclusao do ensino fundamental; Qualidade de ensino; Metas desejaveisThe paper shows how brazilian education is terms of attendance, student flow and quality of education. Access to school is universalized, but finishing 8th grade (Middle School) is not. Repetition and drop-out rates ceased to fall in the last years and are increasing in High School. Expansion of High School stopped. Therefore, it is not possible to universalize conclusion of Middle and High School. The paper also shows that the quality of Education in Mathematics in Brazil is very bad, pointing out (personal judgment) basic and satisfactory levels of SAEB proficiency scale for the 4th, 8th and 11th (3rd grade of High School). The percentages of students above the satisfactory levels are very low and decrease with the grade. The paper suggests desirable targets for student flow and student achievement. Finally, the paper suggests some actions believed to have positive effect over student flow and achievement.El artículo muestra como esta la educacion brasileña en terminos de atencion, flujo escolar y calidad de enseñanza. El acceso a la Enseñanza Fundamental esta universalizado, pero no su conclusion. Las tasas de repeticion y evasion dejaron de caer en los últimos años y estan subiendo en la Enseñanza Media. La expansion de la Enseñanza Media paro. De esta manera no es posible universalizar la conclusion de la Enseñanza Fundamental y del Medio. El artículo muestra tambien que la calidad de enseñanza en Matematicas en Brasil es muy mala, juzgando lo que serian los niveles basicos y satisfactorios de la escala de proficiencia del SAEB para el 4º y 8º cursos del EF y para el 3 curso del EM. Los porcentajes de alumnos por encima de los niveles satisfactorios son muy bajos y descienden con el curso. El artículo sugiere metas deseables para el flujo escolar y para el desempeño de los alumnos. Por último el artículo sugiere algunas acciones que se acredita tendra efecto positivo sobre el flujo y desempeño de los alumnos.O artigo mostra como esta a educação brasileira em termos de atendimento, fluxo escolar e qualidade de ensino. O acesso ao Ensino Fundamental esta universalizado, mas nao sua conclusao. As taxas de repetencia e evasao deixaram de cair nos últimos anos e estao subindo no Ensino Medio. A expansao do Ensino Medio parou. Dessa maneira nao e possivel universalizar a conclusao do Ensino Fundamental e do Medio. O artigo mostra tambem que a qualidade de ensino em Matematica no Brasil e muito ruim, com um julgamento do que seriam os niveis basicos e satisfatorios da escala de proficiencia do SAEB para as 4a e 8a series do EF e para a 3a serie do EM. Os percentuais de alunos acima dos niveis satisfatorios sao muito baixos e decrescem com a serie. O artigo sugere metas desejaveis para o fluxo escolar e para o desempenho dos alunos. Finalmente o artigo sugere algumas acoes que se acredita, terao efeito positivo sobre o fluxo e desempenho dos alunos.Fundação CesgranrioKlein, Ruben2006-04-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/692Ensaio: Avaliação e Políticas Públicas em Educação; v. 14, n. 51 (2006): Revista Ensaio - Abr./Jun.; 139-1721809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2pt; en; esDireitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2015-07-10T16:48:56Zoai:ojs.localhost:article/692Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2015-07-10T16:48:56Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse |
dc.title.none.fl_str_mv |
How is brazilian education? What to do? ¿Como esta la educacion en brasil? ¿Que se puede hacer? Como esta a educação no Brasil? O que fazer? |
title |
How is brazilian education? What to do? |
spellingShingle |
How is brazilian education? What to do? Klein, Ruben Flujo escolar; Universalizacion de la conclusion de la Enseñanza Fundamental; Calidad de enseñanza; Metas deseables Student flow; Universalize conclusion of Middle School; Quality of learning; Desirable targets; Fluxo escolar; Universalização da conclusao do ensino fundamental; Qualidade de ensino; Metas desejaveis |
title_short |
How is brazilian education? What to do? |
title_full |
How is brazilian education? What to do? |
title_fullStr |
How is brazilian education? What to do? |
title_full_unstemmed |
How is brazilian education? What to do? |
title_sort |
How is brazilian education? What to do? |
author |
Klein, Ruben |
author_facet |
Klein, Ruben |
author_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Klein, Ruben |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Flujo escolar; Universalizacion de la conclusion de la Enseñanza Fundamental; Calidad de enseñanza; Metas deseables Student flow; Universalize conclusion of Middle School; Quality of learning; Desirable targets; Fluxo escolar; Universalização da conclusao do ensino fundamental; Qualidade de ensino; Metas desejaveis |
topic |
Flujo escolar; Universalizacion de la conclusion de la Enseñanza Fundamental; Calidad de enseñanza; Metas deseables Student flow; Universalize conclusion of Middle School; Quality of learning; Desirable targets; Fluxo escolar; Universalização da conclusao do ensino fundamental; Qualidade de ensino; Metas desejaveis |
description |
The paper shows how brazilian education is terms of attendance, student flow and quality of education. Access to school is universalized, but finishing 8th grade (Middle School) is not. Repetition and drop-out rates ceased to fall in the last years and are increasing in High School. Expansion of High School stopped. Therefore, it is not possible to universalize conclusion of Middle and High School. The paper also shows that the quality of Education in Mathematics in Brazil is very bad, pointing out (personal judgment) basic and satisfactory levels of SAEB proficiency scale for the 4th, 8th and 11th (3rd grade of High School). The percentages of students above the satisfactory levels are very low and decrease with the grade. The paper suggests desirable targets for student flow and student achievement. Finally, the paper suggests some actions believed to have positive effect over student flow and achievement. |
publishDate |
2006 |
dc.date.none.fl_str_mv |
2006-04-20 |
dc.type.none.fl_str_mv |
|
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://revistas.cesgranrio.org.br/index.php/ensaio/article/view/692 |
url |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/692 |
dc.language.iso.fl_str_mv |
pt; en; es |
language_invalid_str_mv |
pt; en; es |
dc.rights.driver.fl_str_mv |
Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.coverage.none.fl_str_mv |
|
dc.publisher.none.fl_str_mv |
Fundação Cesgranrio |
publisher.none.fl_str_mv |
Fundação Cesgranrio |
dc.source.none.fl_str_mv |
Ensaio: Avaliação e Políticas Públicas em Educação; v. 14, n. 51 (2006): Revista Ensaio - Abr./Jun.; 139-172 1809-4465 0104-4036 reponame:Ensaio (Rio de Janeiro. Online) instname:Fundação Cesgranrio instacron:CESGRANRIO-2 |
instname_str |
Fundação Cesgranrio |
instacron_str |
CESGRANRIO-2 |
institution |
CESGRANRIO-2 |
reponame_str |
Ensaio (Rio de Janeiro. Online) |
collection |
Ensaio (Rio de Janeiro. Online) |
repository.name.fl_str_mv |
Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio |
repository.mail.fl_str_mv |
ensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br |
_version_ |
1754832032119128064 |