2 resultados
Resultados de Busca
Agora exibindo 1 - 2 de 2
Item A redução do déficit e da desigualdade na cobertura de docentes licenciados na educação básica no Brasil: uma análise do período 2010-2015(Fundação João Pinheiro, 2018-03-20) Santos, Thatiana Marques dos; Costa, Bruno Lazarotti Diniz; http://lattes.cnpq.br/2084604177044476; Ferreira Junior, Silvio; http://lattes.cnpq.br/7789533222493903; Bronzo, Carla; Fidalgo, Fernando Selmar RochaEducation is an indicator of human development in any country and in Brazil it is a social right provided for in the Federal Constitution of 1988 and the responsibility of the state, which should guarantee it to every citizen, so as to enable him to qualify for work and its preparation for the exercise of citizenship, aiming at its full development. In this context, this study sought to analyze the reduction of the deficit of licensed teachers of basic education, the inequality of their coverage and the role of the country's educational policy, including the Open University of Brazil (UAB) program. The general objective was to evaluate the extent to which the public policies concerning the National Education Plan in Brazil, especially the UAB Program, have been able to reduce the deficit of qualified teachers for basic education, especially with regard to its purpose of reducing interregional inequities in the coverage of licensed teachers. Thus, the research focused on analyzing whether, during the period analyzed from 2010 to 2015, the evolution in basic education teacher training grew in the regions and priority microregions in the country, regions with low Gross Domestic Product, low Human Development Index (HDI) and low teacher training. The methodological proposal was through a bibliographical and documentary research with a quantitative approach through the use of statistical instruments for interpretation and analysis of the data found. In this way, the evolution of the number and percentage of teachers working in basic education who have a bachelor's degree course, the evolution of enrollment in undergraduate courses (in face-to-face and distance modalities) in public and private institutions and the evolution of teachers in the most deprived areas of the country, trying to detect the possible differences of evolution between the regions of the country. The results show that Brazil was able to reduce the deficit of licensed teachers in basic education, since there was an increase in the number of teachers with a degree, despite the small reduction in the number of enrollments in higher education caused by the decrease in enrollments in private institutions. The North and Northeast regions presented the best result of the country in terms of the increase in the number of teachers with higher education, as well as the increase of their coverage in relation to the referenced population. This means that the evolution in the training of basic education teachers is concentrated in the priority regions for the country and its educational policy, that is, regions with low HDI and low GDP and low teacher training. And the main means used for this expansion in the public sector was preferentially through the modality of face-to-face education, while in the private sector it was primarily through the distance modality.Item 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 AparecidaThis 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.