Repositório RCAAP

This paper aims to apply the concept of evaluation algorithms in the study of evasion, retention and graduation rates at the Sobral campus of the Instituto Federal de Educação, Ciência e Tecnologia do Ceará [Federal Institute of Education, Science and Technology of Ceará] between 2009.1 and 2015.1. It identifies, from management’s perspective, factors that influence these phenomena and, consequently, the performance of this educational institution. This is an evaluative study based on a quantitative-qualitative methodological approach. Its theoretical categories comprise strategic planning, self-assessment and educational quality. To this end, data from documentary analysis was triangulated with indications derived from the semi--structured interview. The main results of the application of the algorithm and the generation of a Course Quality Indicator indicated that the analyzed courses were not very efficient, since more than half received the lowest grade (E) and none of the courses under analysis obtained a grade of (A) or (B) for efficiency. 

This is a case study aiming to test suspected characteristics of high ability/giftedness (HA/G) in a 12-year-old male adolescent, comprising ten psycho-pedagogical assessment sessions. After a detailed anamnesis with the mother and the adolescent, a collaborating psychologist applied psycho-pedagogical tests and one of intellectual efficiency as a form of multi-referential and multimethod assessment. The adolescent was evaluated as having good intellectual resources. However, HA/G characteristics were seen only by the mother, and not by the participating teachers. Assisted monitoring of activities and offering of curricular enrichment in the areas of interest (inside or outside the classroom) and at the level of his performance were prescribed. 

This study aims to analyze the educational quality indicators of Brazilian states between 2007 and 2017, as well as to present a measure for their technical efficiency. The stochastic frontier method was used for the final years of elementary school and high school, and showed the importance of teacher qualification and class size to achieve better performances in the Basic Education Development Index. School structure obtained negative results for high school performance. The elementary schools responsible for the final years were efficient in terms of education spending, contrary to high schools that proved inefficient regarding the states’ public education spending.

The present study aims to discuss some aspects of the Evaluative State structure in Brazil, by analyzing the historical evolution of the Sistema de Avaliação da Educação Básica [Basic Education Assessment System] (Saeb). At the theoretical-conceptual level, it shows the correlation between the global reshaping of the role of the state, the means of regulation of public administration that emerge accordingly, the concept of governance and the establishment of a particular model of the Evaluative State. The study takes on an explanatory perspective based on the analysis of educational policy and its leading mechanisms, through the survey and analysis of ordinances and a decree promulgated by the regulatory bodies of the Saeb between 1994 and 2020.

The article analyzes the scientific preparation of Brazilian students participating in PISA (Programme for International Student Assessment), taking into account the age-grade distortion. An exploratory analysis of the results and a linear regression were carried out to investigate the effect of the grade repetition variable on Brazilian students’ performance in Science. The study shows that: Brazilian students are at a disadvantage compared to students from Organization for Economic Cooperation and Development (OECD) countries; the majority of Brazilian students are not able to perform the simplest tasks defined by PISA; the difference between Brazilian over-age students and OECD students reaches 150 points in some competencies; only Brazilian students in the final grades of secondary education reach the levels expected by PISA. 

In this article, we seek to diagnose forms of learning assessment, the instruments and related issues, and to identify possible indications of emerging evaluative innovations on a campus of a public university in southern Brazil, in some undergraduate engineering and teacher education programs, from the perspective of the professors. Thus, from the analysis of the college syllabi and interviews with 11 professors of the institution, using a qualitative approach, the results indicate that the test is still described as the tool with greater weight among the others. We also observed the constant search by professors for innovative ways to assess, concluding that changes are possible and necessary in the field of student assessment, such that this study shows the beginning of a path of new perceptions.

This article assesses the impact of child and youth labor on school performance, using data from the 2017 SAEB for students in the 5th and 9th years of elementary school and the 3rd year of high school. The data were stratified by geographic regions and by gender, and used Propensity Score Matching as an estimation strategy. Reports indicate that child and youth labor affected grades in Portuguese more negatively than in mathematics. The negative impact was greater on the school performance of 5th year students, indicating that working is more harmful in the early years. In addition, the negative effect of child and youth labor was similar across all regions, although school performance is lower in the North and Northeast. Thus, the evidence suggests that child and youth labor is still a reality in Brazil and that it can undermine investments in human capital.

The Item Response Theory model used in many educational tests in Brazil, such as the Exame Nacional do Ensino Médio [National Exam of Upper Secondary Education], requires that items be unidimensional. This research therefore aimed to analyze whether the items of this exam contain such an assumption. Based on a random sample of participants who took the exam in 2017, the dimensionality of its tests was investigated using the Parallel Analysis test and the Full Information Factor Analysis. The results show that some items are not unidimensional.

This article describes a Computerized Adaptive Test (CAT) of Provinha Brasil – Leitura,1 based on Item Response Theory. We detail the operation and development of the algorithm. The CAT was administered by means of tablet computers to 1,983 students in the 1st and 2nd grades of primary education, in 15 schools of the Municipal Education System of São Paulo. Results confirm the quality of Provinha Brasil’s items, of the work done in schools and, mainly, of the CAT. As to the management of test time, we found a positive association between proficiency and time, but only to a certain extent; students tend to take longer on the more difficult items; this tendency is stronger in more proficient students, thus confirming the hypothesis that they tend to manage test time better.

The present study aims to analyze opinions issued by the evaluators of the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep) [Anísio Teixeira National Institute of Educational Studies and Research], who compose the on site evaluation committee, during the process of renewing the accreditation of higher education programs related to the final score conferred upon each dimension evaluated, and the respective indicators. The present study is characterized as qualitative, and the document analysis was conducted using the content analysis technique. Based on the evidence seen in the analyses, the lack of indicators or circumstances found validates the suggested hypothesis: the opinions issued by the evaluating committees of Inep during the process of renewing the accreditation of higher education programs, which result in the final score of the evaluated program, usually do not involve elements that set the criteria selected by the evaluators for each indicator of the instrument.

This article analyzes indicators of enrollment of Special Education students in Sao Paulo state from 2007 to 2015. To this end, we used the microdata from 2007, 2011 and 2015 school censuses of Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira [Anísio Teixeira National Institute of Educational Studies and Research], as well as laws and guidelines of national and Sao Paulo state policies. The data shows that the access of Special Education students (in Brazil called “Público-Alvo da Educação Especial”, which loosely translates as Target Public of Special Education) has grown in Sao Paulo state school system. However, according to student flow data, internally there are marked exclusion processes. Indeed, many challenges and barriers prevent the realization of the right to education of the target public of Sao Paulo state school system.

The study proposes a matrix of (self)evaluation of the process of internationalization of higher education institutions piloted in a Brazilian federal university. The matrix comprises 86 indicators, distributed in the three pillars of the university, namely, Teaching, Research and Outreach dimensions analyzed in relation to Language Policy, Academic Mobility and Internationalization at Home, suggesting three possible classifications: Internationalized, Engaged and Emerging. The analysis of the matrix suggests that it represents a relevant contribution to the (self)evaluation of Brazilian higher education institutions as a unified instrument for (self)evaluation of internationalization.

This study identifies strategies used in a graduate program in Administration, at a federal university, to meet the requirements of the Graduate Evaluation System in Brazil. Data were collected from documents and interviews with members of the program’s management, in the 2013-2016 quadrennial evaluation. Based on the current strategies, the theoretical dimension of strategic management was described, which included the actions that established the process of its formation and implementation. Weaknesses were observed in relation to the Teaching Staff and Social Insertion indicators, as well as the predominance of deliberate strategies, indicating the coercive nature of the evaluation on the strategic management of the program. It was concluded that a review of the strategic process, in dialogue with the social agents that make up the program, could help achieve better results in the evaluation system. 

Uma das questões que vem crescente desafiando os responsáveis pela política de ampliação da escola - a chamada democratização do ensino é a educação das crianças procedentes das camadas populares.

Quesiona-se hoje a legitimidade do saber transmitido pela escola. De universalmente ele passou a arbitrário cultural, quando se colocou em evidência que conteúdos curriculares correspondem à visão de mundo da classe dominante e podem servir para manter sua dominação.

A concepção do Ciclo Básico é analisada no contexto da reforma universitária que pretendeu introduzir um modelo burocrático nas instituições de ensino superior. Os autores analisam, de um lado, as implicações da proposta do Ciclo Básico e, de outro, as vicissitudes de sua implementação no país. Questiona-se o caráter das avaliações já realizadas, no sentido de que seria preciso interpretar os problemas detectados também em termos do significado da implantação do Ciclo Básico para a correlação de poder no interior da universidade.

A exploração de alguns dados do Censo de 80, que demonstram a manutenção do baixo nível de escolaridade da população brasileira, leva o autor a questionar as relações entre o crescimento econômico e a democratização da educação. O artigo levanta a hipótese de que a educação teria um significado mais importante para o pleno exercício da cidadania do que diretamente para o crescimento econômico.

Este artigo, num primeiro momento, discute os aspectos relacionados à comercialização e adoção dos Livros Didáticos. Em sua parte final, a autora levanta alguns problemas relativos à ideologia veiculada nos Livros Didáticos de História do Brasil.

O autor discute o papel dos profissionais que exercem função de supervisor, administrador, inspetor e orientador no sistema escolar, buscando definir sua dimensão enquanto educadores. Para isto ele propõe que estes profissionais repensem sua tarefa específica dentro da escola a partir do contexto social mais amplo, onde cada vez mais se fazem presentes os movimentos populares, inclusive aqueles que lutam pelo acesso ao saber escolar.