Navegando por Palavra-chave "Desempenho escolar"

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    Eficácia e equidade nas políticas públicas de educação: estudo de caso de escolas do Alto Jequitinhonha
    (Fundação João Pinheiro, 2011-07-29) Soares, Leonardo Aparecida; Costa, Bruno Lazzarotti Diniz; http://lattes.cnpq.br/2084604177044476; Sousa, Rosânia Rodrigues de; Costa, Vânia Aparecida
    This case study was developed from an approach to the problem of unequal educational opportunities which affects a large part of humanity and represents achallenge to be faced by public policies. The impressive results of some schools in the High Jequitinhonha, stigmatized by inequality in assessments PROALFA stimulated the search for answers about the features present in those schools that have limited differentiation of their performance. The empirical analysis of the interaction of external and internal environment of these schools enabled us to identify what really matters to explain why one school is more effective than another in producing results, even if subjected to similar structural and institutional conditionalities.
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    Escola, desigualdade e desempenho educacional : revisão de literatura e análise de dados do PROEB 2010
    (Fundação João Pinheiro, 2014) Gonçalves, Eugênio Celso; Costa, Bruno Lazzarotti Diniz; http://lattes.cnpq.br/2084604177044476; Costa, Bruno Lazzarotti Diniz; Ferreira Junior, Sílvio; Barros, Ângela Batista Rodrigues de
    The universalisation of the secondary education, a phenomenon that can be observed in Organization for Economic Co-operation and Development (OECD) countries in the thirty years following the second world war brought a new challenge for human science: a formal education could reduce educational inequalities at its origin and thus contribute to reducing the social differences or, in counterpart, it could it be only a reproduction instrument of existing social and cultural differences? In this scenario, was developed an innovative and fertile research field that became known as the sociology of education. One of the first great pioneers of this new sociology branch; was Bourdieu, who introduced the reproduction theory by which school systems were seen as mechanisms of legitimation and perpetuation of hierarchies and social divisions. In the U.S.; Coleman concluded that school performance is primarily influenced by socioeconomic diferences among students and pointed out the significant limitations of the education system ability to promote social equality. Once the literature of recent decades challenges the findings of Coleman and his contemporaries' work and indicates that there may be a significant relationship established between the school's performance and a set of variables that are directly related to the existence of a conducive learning environment. These critics argue that the pioneering research adopted a reductionist view of the school's paper, treated sometimes as a simple input-output matrix, subject to assessments based predominantly on quantitative methods. Thus, on one hand, the reproduction theory, and on the other, the studies of Coleman and his colleagues, presents the research conducted in the last two decades to bring to center the academic debate on a fundamental question: Are the schools just a mere reproduction instrument of an ex post social reality or are there relevant intra-school factors that determine the students' performance, that goes beyond the social and cultural background that they carry and the level of their parents expectation? This study will seek to investigate the nature of these educational factors that are unique to the academic institution and to what extent they affect the students' performance, especially in countries marked by strong social and educational inequalities such as Brazil.
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    Qualificação, competência técnica e inovação no ofício docente para melhoria da qualidade do ensino fundamental
    (2005) Veiga, Laura da; Leite, Maria Ruth Siffert Diniz Teixeira; Duarte, Vanda Catarina
    O objetivo desse artigo é discutir a capacitação docente em relação ao desempenho escolar do aluno e ao contexto da diversidade socioeconômica instaurada nas escolas a partir da década de 90. O problema de pesquisa foi o seguinte: qual a importância da capacitação no desempenho dos docentes para melhorar o rendimento escolar dos alunos dos municípios de Januária e Montes Claros? Os dados foram coletados, nesses municípios, entre outubro de 1999 e fevereiro de 2000 e se referem à situação socioeconômica das famílias das crianças matriculadas nas escolas da amostra, ao perfil do professorado e ao apoio pedagógico disponível nas escolas. A amostra foi composta por seis escolas em cada município (três da rede estadual e três da rede municipal), totalizando 12 escolas. A análise da capacitação está baseada no tipo de treinamento oferecido aos professores da rede pública por meio de programas implementados nos estados de Minas Gerais e São Paulo no período 1996-1998. A principal conclusão é que a capacitação na forma como tem sido oferecida não tem contribuído efetivamente para desenvolver as competências demandadas dos docentes para apoiar crianças oriundas de ambientes familiares desfavoráveis aos desafios da escolarização.