M??ltiplos fatores do desempenho escolar: uma an??lise dos microdados do INEP sobre a educa????o no Distrito Federal

• Autor(a) principal: Freneda, Fernando C??sar Botaro
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UCB
• Texto Completo: https://bdtd.ucb.br:8443/jspui/handle/tede/2763
• topic: Microdados; Minera????o de dados; Desempenho escolar; Gest??o do conhecimento; Knowledge management; School performance; Data mining; Microdata; CNPQ::CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO

Taking into consideration the countries participating in the OECD (Organization for Economic Cooperation and Development), Brazil presents itself as one of the most unequal and worrying educational scenarios today. The Country has one of the highest failure indexes in the ranking presented and has school performance rates that do not match the investment per capita made by the government in the cost / student, according to the results of PISA 2015 (OECD, 2016). In order to mitigate the issue, in the last decades, the National Institute of Educational Studies and Research Anisio Teixeira (INEP) has been proposing evaluative instruments to try to help Brazilian educational institutions in the search for more expressive results in the school routine. With this axis of action as a point of attention, this study aimed to analyze school performance through determinant (promoters), influencing and / or conditioning and to identify the measures of these affecting factors through INEP microdata. The research methodological procedures were quantitative-descriptive. Data collection was performed on the open data from the School Census (Basic Education) and the National High School Examination (ENEM), for the 2017-2018 biennium, particularized in a single Federation Unit (UF), in this case the Federal District (DF), through exploratory and documentary analysis. The research studies covered the direct and / or indirect influences on the student's development, considering the dispositions between capitals (social, economic and cultural) and resources (material and educational), related to families, teachers and educational institutions. The analysis of the content found showed relevant points, among other complementary ones, with emphasis on the dissimilarity of capital among the institutional actors studied. The aspects examined, include: a) in relation to families, educational levels, professional responsibilities and wages achieved; b) in relation to teachers, the levels of academic training and the continuity of professional improvements; and c) in relation to educational institutions, investment levels, mainly in the infrastructural aspects, and actions to promote balanced management, especially democratic, on the organizational factors of schools. It is intended, as a result of this work, to show relationships with potential to raise the level of success of the student inserted in this context.