O vestibular da UNESP: sobre acesso à educação superior e o currículo de geografia na educação básica (2006-2012)

• Autor(a) principal: Russo, Iára Leme [UNESP]
• Data de Publicação: 2015
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/127702; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/02-09-2015/000845733.pdf
• topic: Universidade Estadual Paulista Júlio de Mesquita Filho Vestibular - 2006-2012; Education, Higher; Ensino superior - São Paulo (Estado); Universidades e faculdades - Curriculos; Geografia - Estudo e ensino; Desempenho; Politicas publicas

This work presents a reflection about the access of Public Universities in the state of São Paulo through the study and data analysis from VUNESP Foundation at the access tests to UNESP from 2006 to 2012. It discuss questions about public schools students access and performance at access tests and their special distribution at statual paulista territory and the Affirmative Actions that have been introduced by federal and statual governments to improve the access to college. It presents the special distribution of the public schools candidates performance at paulista territory, different subjects of the objective tests at the access tests, indicating the subjects areas that tend to decline the performance through the association with indication. It refers to the board content at access tests of VUNESP and related to Geography Official Curriculum, implanted since 2008 by the Statual Office of Education at public education system. It express through the data analysis of SARESP (Valuation System of Income in Schools), that have been assumed extreme valuation of education public politics, but in the specialization of the results of this valuation wasn't possible stablish a direct relationship between the high school students performance and the urban density and the statual economic pattern. The study hangs the representation of the Diretoria de Ensino de Limeira geography teachers, the content selection and their practice indicating the great difficulty that geography teachers majority presents about teaching cartography contents