Pedagogical practices of teachers and high schools of Piauí, to the Saeb 2019

• Autor(a) principal: Pessoa, Nemone de Sousa
• Data de Publicação: 2024
• Outros Autores: Maia Vidal, Eloisa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Linguagens, Educação e Sociedade (Online)
• Texto Completo: https://periodicos.ufpi.br/index.php/lingedusoc/article/view/4163
• topic: Escola pública; Ideb; Piauí; Práticas docentes; Recursos didáticos; Public school; Ideb; Piauí; Teaching practices; Didactic resources; Escuela pública; Ideb; Piauí; Práctica docente; Recursos didácticos

The article analyzes two blocks of questions present in the contextual questionnaire of the 2019 Basic Education Assessment System for teachers of the 3rd year of high school in the state network of Piauí: pedagogical practices of Portuguese Language and Mathematics and pedagogical resources used and considered appropriate by teachers. It is based on studies and research carried out on educational indicators that contribute to the improvement of learning and works with a sample of one hundred schools, half with the best results in the Basic Education Development Index (Ideb) 2019 and an equal number with the smallest, seeking to verify the teachers' perceptions about these two blocks of questions.  The microdata were obtained from the website of the National Institute for Educational Studies and Research Anísio Teixeira (Inep) and processed using descriptive statistics. The results show that in terms of the pedagogical practices, the two groups of teachers assume similar positions; with regard to the resources used, schools with lower results in the IDEB show a greater lack of most of them. Other educational indicators analyzed show that schools with lower results in Ideb have students with a lower socioeconomic level, have much lower approval rates and the difference in proficiency in Portuguese and Mathematics is lower than the group of schools with higher results, in values corresponding to approximately two school years. In the end, it is concluded that the accountability of teachers whose large-scale evaluations have so strongly highlighted needs to be mediated by a wide set of intra and extra-school variables.