CONTINUING EDUCATION AND RESULTS IN IDEB

Detalhes bibliográficos
Autor(a) principal: Gomes, Francimarcos
Data de Publicação: 2021
Outros Autores: Vidal, Eloisa
Tipo de documento: Artigo
Idioma: por
Título da fonte: Teoria e Prática da Educação (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/56501
Resumo: The advent of large-scale assessment programs and projects and the perspective of schools as a training setting have boosted the resignification of the role of education professionals, as well as how the performance of each of the actors contributes to the implementation and improvement of educational indicators Based on the contextual questionnaires of Saeb 2017 (System of Assessment for Basic Education 2017), the present study investigates continuing education initiatives of school principals and teachers. This quantitative research involves 20 municipal school networks in Ceará - ten with the highest and ten with the lowest results in Ideb Initial Years (Basic Education Development Index - Initial Years) in 2017. Theoretical background is based on Gatti (1998, 2013, 2017), Pizarro; Lopes Junior (2017) and Sousa; Ferreira (2019), in addition to the legislation. The data show differences in the offer between the municipalities with the highest and lowest results, fragility of the training initiatives for both school principals and teachers, and lack of topics of interest to teachers.
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spelling CONTINUING EDUCATION AND RESULTS IN IDEBFORMACIÓN CONTINUA Y RESULTADOS EN IDEBFORMAÇÃO CONTINUADA E RESULTADOS NO IDEB: O QUE DIZEM OS QUESTIONÁRIOS CONTEXTUAIS DE DIRETORES E PROFESSORES DO SAEB/2017Continuing educationSAEBIdeb Initial YearsFormación ContinuaSAEBIdeb Años InicialesFormação ContinuadaSAEBIDEB Anos IniciaisThe advent of large-scale assessment programs and projects and the perspective of schools as a training setting have boosted the resignification of the role of education professionals, as well as how the performance of each of the actors contributes to the implementation and improvement of educational indicators Based on the contextual questionnaires of Saeb 2017 (System of Assessment for Basic Education 2017), the present study investigates continuing education initiatives of school principals and teachers. This quantitative research involves 20 municipal school networks in Ceará - ten with the highest and ten with the lowest results in Ideb Initial Years (Basic Education Development Index - Initial Years) in 2017. Theoretical background is based on Gatti (1998, 2013, 2017), Pizarro; Lopes Junior (2017) and Sousa; Ferreira (2019), in addition to the legislation. The data show differences in the offer between the municipalities with the highest and lowest results, fragility of the training initiatives for both school principals and teachers, and lack of topics of interest to teachers.La llegada de programas y proyectos de evaluación a gran escala y la perspectiva de la escuela como espacio de formación han impulsado la resignificación del papel de los profesionales de la educación y cómo el desempeño de cada uno de los actores contribuye a la implementación y mejora de los indicadores educativos. El estudio investiga, a partir de los cuestionarios contextuales de Saeb 2017, iniciativas de formación continua para directores y docentes. De naturaleza cuantitativa, la investigación cubre 20 redes escolares municipales en Ceará: diez con los resultados más grandes y diez con los más bajos en Ideb primeros años en 2017. Las referencias teóricas, además de la legislación, se basan en Gatti (1998, 2013, 2017), Pizarro; Lopes Junior (2017) y Sousa; Ferreira (2019). Los datos revelan diferencias en la oferta entre los municipios con mayores y menores resultados, la fragilidad de las iniciativas de formación tanto para directores como para docentes, y la falta de temas de interés para los docentes.O advento de programas e projetos de avaliação de larga escala e a perspectiva da escola como espaço de formação impulsionaram a ressignificação do papel dos profissionais da educação e como a atuação de cada um dos atores contribui para a implementação e melhoria dos indicadores educacionais. O estudo investiga, a partir dos questionários contextuais do Saeb 2017, iniciativas de formação continuada de diretores e professores. De caráter quantitativo, a pesquisa abrange 20 redes escolares municipais cearenses – dez com os maiores e dez com os menores resultados no Ideb Anos Iniciais em 2017. As referências teóricas, além da legislação, se apoiam em Gatti (1998, 2013, 2017), Pizarro; Lopes Junior (2017) e Sousa; Ferreira (2019). Os dados revelam diferenças na oferta entres os municípios de maiores e menores resultados, fragilidade das iniciativas de formação tanto para diretores quanto para professores, e carências de temas de interesse dos docentes.Universidade Estadual de Maringá2021-06-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/5650110.4025/tpe.v24i1.56501Teoria e Prática da Educação; v. 24 n. 1 (2021); 23-412237-87071415-837Xreponame:Teoria e Prática da Educação (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/56501/751375152305Copyright (c) 2021 Teoria e Prática da Educaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessGomes, FrancimarcosVidal, Eloisa2021-12-18T03:06:06Zoai:periodicos.uem.br/ojs:article/56501Revistahttps://periodicos.uem.br/ojs/index.php/TeorPratEducPUBhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/oaiteoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com2237-87071415-837xopendoar:2023-01-12T10:59:42.332436Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)true
dc.title.none.fl_str_mv CONTINUING EDUCATION AND RESULTS IN IDEB
FORMACIÓN CONTINUA Y RESULTADOS EN IDEB
FORMAÇÃO CONTINUADA E RESULTADOS NO IDEB: O QUE DIZEM OS QUESTIONÁRIOS CONTEXTUAIS DE DIRETORES E PROFESSORES DO SAEB/2017
title CONTINUING EDUCATION AND RESULTS IN IDEB
spellingShingle CONTINUING EDUCATION AND RESULTS IN IDEB
Gomes, Francimarcos
Continuing education
SAEB
Ideb Initial Years
Formación Continua
SAEB
Ideb Años Iniciales
Formação Continuada
SAEB
IDEB Anos Iniciais
title_short CONTINUING EDUCATION AND RESULTS IN IDEB
title_full CONTINUING EDUCATION AND RESULTS IN IDEB
title_fullStr CONTINUING EDUCATION AND RESULTS IN IDEB
title_full_unstemmed CONTINUING EDUCATION AND RESULTS IN IDEB
title_sort CONTINUING EDUCATION AND RESULTS IN IDEB
author Gomes, Francimarcos
author_facet Gomes, Francimarcos
Vidal, Eloisa
author_role author
author2 Vidal, Eloisa
author2_role author
dc.contributor.author.fl_str_mv Gomes, Francimarcos
Vidal, Eloisa
dc.subject.por.fl_str_mv Continuing education
SAEB
Ideb Initial Years
Formación Continua
SAEB
Ideb Años Iniciales
Formação Continuada
SAEB
IDEB Anos Iniciais
topic Continuing education
SAEB
Ideb Initial Years
Formación Continua
SAEB
Ideb Años Iniciales
Formação Continuada
SAEB
IDEB Anos Iniciais
description The advent of large-scale assessment programs and projects and the perspective of schools as a training setting have boosted the resignification of the role of education professionals, as well as how the performance of each of the actors contributes to the implementation and improvement of educational indicators Based on the contextual questionnaires of Saeb 2017 (System of Assessment for Basic Education 2017), the present study investigates continuing education initiatives of school principals and teachers. This quantitative research involves 20 municipal school networks in Ceará - ten with the highest and ten with the lowest results in Ideb Initial Years (Basic Education Development Index - Initial Years) in 2017. Theoretical background is based on Gatti (1998, 2013, 2017), Pizarro; Lopes Junior (2017) and Sousa; Ferreira (2019), in addition to the legislation. The data show differences in the offer between the municipalities with the highest and lowest results, fragility of the training initiatives for both school principals and teachers, and lack of topics of interest to teachers.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/56501
10.4025/tpe.v24i1.56501
url https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/56501
identifier_str_mv 10.4025/tpe.v24i1.56501
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/56501/751375152305
dc.rights.driver.fl_str_mv Copyright (c) 2021 Teoria e Prática da Educação
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Teoria e Prática da Educação
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Teoria e Prática da Educação; v. 24 n. 1 (2021); 23-41
2237-8707
1415-837X
reponame:Teoria e Prática da Educação (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Teoria e Prática da Educação (Online)
collection Teoria e Prática da Educação (Online)
repository.name.fl_str_mv Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv teoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com
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