IDEB AND TEACHING PERFORMANCE FROM THE PERSPECTIVE OF SELF-REGULATION

Detalhes bibliográficos
Autor(a) principal: PESSIN, GISELE
Data de Publicação: 2020
Outros Autores: DEPS, VERA LUCIA
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação em Revista
Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/37834
Resumo: This research aimed to analyze the Basic Education Development Index (IDEB) impacton Elementary School as a result of self-regulation of teachers' behavior. A comparative case study wascarried out between two schools from a Municipal Education Network in Northern Rio de Janeiro State,which were, respectively, among the highest and the lowest IDEB results in 2015. It was a qualitativestudy carried out with teachers, pedagogical advisors and school principals. Interviews and observationsresults were analyzed based on Content Analysis from the theoretical perspective of self-regulation. Itwas found that the lack of clarity about the MEC (Ministry of Education) assessment objectivescompromised the planning of actions and the reflection about the results. The success achieved in theIDEB increased motivation to maintain good results, which did not happen in the school that did notreach the goal projected by the MEC. In addition, it became evident that, faced with the imminence ofProva Brasil, the external regulations influence teachers to prepare students.
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spelling IDEB AND TEACHING PERFORMANCE FROM THE PERSPECTIVE OF SELF-REGULATIONEL IDEB Y LA ACTUACIÓN DOCENTE DESDE LA PERSPECTIVA DE LA AUTORREGULACIÓN O IDEB E A ATUAÇÃO DOCENTE NA PERSPECTIVA DA AUTORREGULAÇÃOIDEBAutorregulaçãoAtuação docenteIDEBSelf-regulationTeaching performanceIDEBAutorregulaciónActuación docenteThis research aimed to analyze the Basic Education Development Index (IDEB) impacton Elementary School as a result of self-regulation of teachers' behavior. A comparative case study wascarried out between two schools from a Municipal Education Network in Northern Rio de Janeiro State,which were, respectively, among the highest and the lowest IDEB results in 2015. It was a qualitativestudy carried out with teachers, pedagogical advisors and school principals. Interviews and observationsresults were analyzed based on Content Analysis from the theoretical perspective of self-regulation. Itwas found that the lack of clarity about the MEC (Ministry of Education) assessment objectivescompromised the planning of actions and the reflection about the results. The success achieved in theIDEB increased motivation to maintain good results, which did not happen in the school that did notreach the goal projected by the MEC. In addition, it became evident that, faced with the imminence ofProva Brasil, the external regulations influence teachers to prepare students.La investigación tuvo como objetivo analizar los impactos del Índice de Desarrollo de laEducación Básica (IDEB) en la Educación Primaria como resultado de la autorregulación delcomportamiento de los profesores. Se realizó un estudio de caso comparativo entre dos escuelas de unaRed Municipal de Educación en el Norte del Estado de Rio de Janeiro que estuvieron, respectivamente,entre los mayores y menores resultados del IDEB en el año 2015. Se trata de un estudio cualitativorealizado con docentes, orientadores pedagógicos y directores. Los resultados de las entrevistas y de lasobservaciones fueron analizados por medio de Análisis de Contenido e se adoptó la perspectiva teóricade la Autorregulación. Se constató que la falta de claridad respecto a los objetivos de la evaluación delMEC (Ministerio de Educación) comprometió la planificación de acciones y la reflexión sobre losresultados. El éxito en el IDEB aumentó la motivación para mantener buenos resultados, lo que noocurrió en la escuela que no alcanzó la meta proyectada por el MEC. Además, se evidenció que, ante lainminencia de la Prova Brasil, las regulaciones externas influyen en los profesores para la preparación delos estudiantes.A pesquisa objetivou analisar os impactos do Índice de Desenvolvimento da EducaçãoBásica (IDEB) no Ensino Fundamental em decorrência da autorregulação do comportamento deprofessores. Realizou-se um estudo de caso comparativo entre duas escolas de uma Rede Municipal deEducação no Norte do Estado do Rio de Janeiro que estão, respectivamente, entre os maiores e menoresresultados no IDEB em 2015. Trata-se de um estudo qualitativo realizado com docentes, orientadorespedagógicos e diretores. Os resultados das entrevistas e observações foram analisados por meio daAnálise de Conteúdo e adotou-se a perspectiva teórica da Autorregulação. Constatou-se que a falta declareza sobre os objetivos da avaliação do MEC comprometeu o planejamento de ações e a reflexão sobreos resultados. O êxito no IDEB aumentou a motivação para a manutenção de bons resultados, o que nãoocorreu na escola que não alcançou a meta projetada pelo MEC. Além disso, ficou evidenciado que,frente à iminência da Prova Brasil, as regulações externas influenciam os professores para a preparaçãodos alunos.Educação em Revista 2020-10-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedRevisado por paresAvaliado por Parestextoapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/37834Educação em Revista ; v. 36 n. 1 (2020): v.36 (2020)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/edrevista/article/view/37834/29502https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPESSIN, GISELE DEPS, VERA LUCIA 2022-01-10T13:22:42Zoai:periodicos.ufmg.br:article/37834Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2022-01-10T13:22:42Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv IDEB AND TEACHING PERFORMANCE FROM THE PERSPECTIVE OF SELF-REGULATION
EL IDEB Y LA ACTUACIÓN DOCENTE DESDE LA PERSPECTIVA DE LA AUTORREGULACIÓN
O IDEB E A ATUAÇÃO DOCENTE NA PERSPECTIVA DA AUTORREGULAÇÃO
title IDEB AND TEACHING PERFORMANCE FROM THE PERSPECTIVE OF SELF-REGULATION
spellingShingle IDEB AND TEACHING PERFORMANCE FROM THE PERSPECTIVE OF SELF-REGULATION
PESSIN, GISELE
IDEB
Autorregulação
Atuação docente
IDEB
Self-regulation
Teaching performance
IDEB
Autorregulación
Actuación docente
title_short IDEB AND TEACHING PERFORMANCE FROM THE PERSPECTIVE OF SELF-REGULATION
title_full IDEB AND TEACHING PERFORMANCE FROM THE PERSPECTIVE OF SELF-REGULATION
title_fullStr IDEB AND TEACHING PERFORMANCE FROM THE PERSPECTIVE OF SELF-REGULATION
title_full_unstemmed IDEB AND TEACHING PERFORMANCE FROM THE PERSPECTIVE OF SELF-REGULATION
title_sort IDEB AND TEACHING PERFORMANCE FROM THE PERSPECTIVE OF SELF-REGULATION
author PESSIN, GISELE
author_facet PESSIN, GISELE
DEPS, VERA LUCIA
author_role author
author2 DEPS, VERA LUCIA
author2_role author
dc.contributor.author.fl_str_mv PESSIN, GISELE
DEPS, VERA LUCIA
dc.subject.por.fl_str_mv IDEB
Autorregulação
Atuação docente
IDEB
Self-regulation
Teaching performance
IDEB
Autorregulación
Actuación docente
topic IDEB
Autorregulação
Atuação docente
IDEB
Self-regulation
Teaching performance
IDEB
Autorregulación
Actuación docente
description This research aimed to analyze the Basic Education Development Index (IDEB) impacton Elementary School as a result of self-regulation of teachers' behavior. A comparative case study wascarried out between two schools from a Municipal Education Network in Northern Rio de Janeiro State,which were, respectively, among the highest and the lowest IDEB results in 2015. It was a qualitativestudy carried out with teachers, pedagogical advisors and school principals. Interviews and observationsresults were analyzed based on Content Analysis from the theoretical perspective of self-regulation. Itwas found that the lack of clarity about the MEC (Ministry of Education) assessment objectivescompromised the planning of actions and the reflection about the results. The success achieved in theIDEB increased motivation to maintain good results, which did not happen in the school that did notreach the goal projected by the MEC. In addition, it became evident that, faced with the imminence ofProva Brasil, the external regulations influence teachers to prepare students.
publishDate 2020
dc.date.none.fl_str_mv 2020-10-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer reviewed
Revisado por pares
Avaliado por Pares
texto
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/37834
url https://periodicos.ufmg.br/index.php/edrevista/article/view/37834
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/37834/29502
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Educação em Revista
publisher.none.fl_str_mv Educação em Revista
dc.source.none.fl_str_mv Educação em Revista ; v. 36 n. 1 (2020): v.36 (2020)
1982-6621
0102-4698
reponame:Educação em Revista
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Educação em Revista
collection Educação em Revista
repository.name.fl_str_mv Educação em Revista - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv ||sergiocirino99@yahoo.com|| revista@fae.ufmg.br
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