Programa nacional do livro didático e sistemas apostilados de ensino: um diálogo mediado pelas evidências da prova Brasil

• Ano de defesa: 2015
• Autor(a) principal: Nascimento, Karine Bueno do
• Orientador(a): Tolentino Neto, Luiz Caldeira Brant de
• Banca de defesa: Hypolito, álvaro Luiz Moreira , Ivo, Andressa Aita , Ferreira, Liliana Soares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde
• Departamento: Ciências Biológicas
• País: BR
• Palavras-chave em Português: Programa Nacional do Livro Didático; Políticas públicas; Sistema apostilado de ensino; Prova Brasil; Sistema de ensino
• Palavras-chave em Inglês: National textbook program; Public policy; Brazil test; Education system; Teaching system apostilled
• Área do conhecimento CNPq: CNPQ::CIENCIAS BIOLOGICAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/6699

The aim of this work was to analyze a school generation of elementary school from the results in the Test Brazil, and compare these results between schools that using textbooks with the schools that using teaching system apostilled. We adopted as the reference time the interval 2004 to 2011. This study is moored on the assumptions of a descriptive and exploratory research, quantitative, with documental data collection methods. The total sample is composed of 282 municipalities, with results of the Brazil Test in 1,817 schools. Regarding the number of students involved in the study for the year 2007 are 100 342 students, and for the year 2011, 54,632. The results are organized into two samples: one nationwide and one with data municipalities of São Paulo. The study showed at the nationwide sample that schools that used teaching systems apostilled obtained top results (significant difference) compared to those schools that used textbook, this to the results of the Brazil Test in 2007 (read early years), both for math and for Portuguese. As for the results of the Brazil Test in 2011 (read final years), both sets (textbooks and teaching system apostilled) showed no differences in their results, both for mathematics and for Portuguese. But, in the state of São Paulo the results were different. The results of the Brazil Test in 2007 showed that for the first years there was no difference between schools, both for mathematics and for Portuguese and in the Brazil Test in 2011, in Portuguese the outcome remained, no significant difference, however, in math the results point significant difference, with teaching systems apostilled, getting higher grades to schools that using textbooks. Anyway, considering all aspects involving the dilemma between textbook or teaching system apostilled, and taking into account the results of this study, the answer is reached, at this moment, is that the fact of adopting systems apostilled instead textbooks, provide no better results in Brazil Test.