Trabalho docente e desempenho estudantil

• Ano de defesa: 2014
• Autor(a) principal: Tiago Antônio da Silva Jorge
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais
• Palavras-chave em Português: Prática de ensino; Avaliação educacional; Educação; Justiça social; Rendimento escolar Avaliação
• Link de acesso: https://hdl.handle.net/1843/BUOS-9LVPHK

This thesis aims to analyze the influence of teaching work, which suffered changes in its configuration at school because of the educational reforms occurred in the last decades, about the results of assessment of student performance. The theoretical referential discusses the limits and contradictions of the republican school and the school as a place that reproduce the inequality in society , on one hand , and on the other; the school-effect and the effective school. The references are treated based on the discussion about the school as a space for the promotion of social justice. The equality before thought of as ensuring access and permanence in school is replaced by equity, in which the ideal of justice is interpreted as recognition of inequalities . In this sense, the equality is shifted to the search for results. Much more than think the school as an institution that reproduces social inequalities, or think a statistical model to measure the characteristics of an effective school, it was sought here to discuss the adoption of performance indices of the students as the main criterion for evaluation of the performance and productivity of teachers. Thus, it was chosen the state of Minas Gerais for the development of this study because it presents forms of management based on goals and performance indices, adopting bonus policies. To this end, were used data from the research "TeachingWork in Basic Education in Brazil", coordinated by the GESTRADO-UFMG. The results of the Index of Basic Education Development (IDEB) 2009 are also used. The data were processed using techniques of descriptive and inferential statistics which sought to analyze the influences of data relating to teachers on the results of student performance based on theresults of the IDEB. The effort undertaken here, much more than presents immutable and quantifiable laws that lists the specific elements of teaching work that explain the variation in student performance,sought to show that there are important variables related to the teacher's craft, but not necessarily a direct correlation. The policies of bonus and linking of resources to such results, in this sense, are problematic because they require greater real substantiation.