O Colégio de Aplicação da Universidade Federal de Sergipe : entre excelência e referência

• Autor(a) principal: Bispo, Marlucy Mary Gama
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/10946
• topic: Educação e Estado; Educação básica; Avaliação educacional; Escolas públicas; Qualidade (Educação); Colégio de Aplicação da UFS (CODAP); Excelência; Referência; Acesso à educação; Permanência na escola; Desempenho educacional; Excellence; Reference; Access, permanence and performance; Basic education; Excelencia; Referencia; Acceso, permanencia y desempeño; Educación básica; CIENCIAS HUMANAS::EDUCACAO

The terms “excellence” and “quality” have been recurrent in today’s Brazilian educational scenario. Because of the results in the rankings of the Index of Development of Basic Education (Ideb) and of the National Exam of Upper Secondary Education (Enem), the Colégios de Aplicação in Brazil (CAps) have been given the status of excellence and quality in education. Given the nature of these schools, which are affiliated to universities, the general objective of this thesis aimed at investigating the tension between “excellence” and “reference”, considering the dimensions of access, permanence and performance in the Colégios de Aplicação affiliated to the IFES (CAps- IFES). The research was developed in a vertical way at the Colégio de Aplicação of the Federal University of Sergipe (Codap-UFS), due to changes concerning the entry requirements - from selection processes through exams into selection processes through public raffles. The study was carried out considering two perspectives of analysis: i) the macrocontextual one - involving the CAps affiliated to the Higher Education Federal Institutions (IFES), which offer Elementary and Secondary Education (EF and EM); and the ii) microcontextual one - involving Codap-UFS. From the macrocontextual perspective, the analysis considered the attribute of “excellence” based on the results of the averages of Ideb and Enem. By comparing the averages and considering the various forms of students’ admission and the levels of teaching offered, we can state that: i) the CAps adopting the selection process through exams as an entry requirement revealed to have obtained higher averages in the Ideb of the final grades of Elementary Education and in Enem than those that adopted the selection process through raffles, which, on their turn, revealed higher averages than those observed in public basic schools; ii) the CAps that offer enrollments in the first years of Elementary Education had a better general performance; iii) amongst the CAps, the entry requirements in the first years of Elementary Education do not interfere in the averages when they are compared. Concerning the microcontextual perspective, the study was conducted in two moments: i) documental research, in loco, which took into account the dimensions of access, permanence and performance, because of the public raffle of vacancies. The main intervening factors highlighted as being responsible for the “excellence” of Codap were: level of teachers formation, work regime and workload; student assistance (pedagogical and socioeconomic), material resources (physical and human); dialogues with the graduation courses; ii) perception research about Codap-UFS, the instrument predicted judgement on the degree of agreement in polarized statements about the dimensions of access, permanence and performance, considering, above all, the role of the Colégio and the effects arising from the changes towards the entry requirements, and it was applied to two groups of participants: professors of the graduation courses of the Federal University of Sergipe and the teachers and administrative staff of Codap-UFS. When compared to the group of the professors of the graduation courses, the group from Codap-UFS showed greater symmetry, that is, greater inverse relation between the pairs of complementary questions. However, the dispersion between the group of Codap-UFS highlighted that the process of change towards students’ entry requirements demands that more time should be devoted to discussions and internal debate. The microcontextual analysis pointed to transition aspects, derived from the implementation of the raffle of vacancies as the only entry requirement, which goes beyond averages and rankings and which enable Codap-UFS to establish itself as a space of reference of/to public schools rather than a space of reference of/to excellent and selected students. This way, Codap-UFS now takes the lead in an action based on equity, guarded its university nature, and on the teaching, research and extension indissociability, which confirms out thesis that its “excellence” does not depend on the entry requirements adopted and may/must serve as a “reference” for Brazilian public basic school.