Políticas educacionais e desempenho escolar nas capitais brasileiras Educational policies and school performance in the Brazilian capitals of states

dc.creator	Fátima Alves
dc.date	2008-08-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:20:32Z
dc.date.available	2015-08-12T11:20:32Z
dc.identifier	10.1590/S0100-15742008000200008
dc.identifier	0100-1574
dc.identifier	https://doaj.org/article/9337b7e97e0d4034bc09bdd7f4cffaad
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/28350
dc.description	Este trabalho investiga a associação das políticas públicas sobre o desempenho das redes de ensino das capitais brasileiras a partir dos dados relativos ao rendimento de alunos da 4ª série do ensino fundamental, aferidos pelo Sistema de Avaliação da Educação Básica nos anos 1999, 2001 e 2003. A investigação fez uso de modelos multiníveis de classificação cruzada para dar conta da relação entre o rendimento de alunos, redes de ensino e anos em que foi feita a avaliação, e implementou controles pelo nível socioeconômico dos alunos e pela composição social das redes de ensino. Os resultados apontam que as políticas educacionais associadas a melhor desempenho dos estudantes das redes de ensino das capitais brasileiras são aquelas relacionadas aos processos de escolha meritocrática de diretores, à autonomia financeira, à implementação de sistemas de avaliação, ao atendimento em educação infantil e à formação superior de docentes. Conseqüências para a formulação da agenda das políticas educacionais são apresentadas.<br>On the basis of data from the Brazilian National Assessment of Basic Education, this paper investigates, in the set of schools attached to each local authority within the capital of Brazilian states, the association of educational policies and 4th grade students' school performances, during the period of 1999-2003. Multilevel cross-classified models were used in order to take into account the structure of the data (students' performance, set of schools and assessment years). Also, the analysis included statistical control for students' socioeconomic levels and for their social composition within the set of schools under the administration of each local authority. The results indicate that merit-based processes for appointing principals, financial autonomy of schools, external assessment of schools, offer of pre-schools' enrollments, and a higher percentage of teachers with more than a high school degree are factors associated to a higher than average school performance. Finally, the consequences for the formulation of the agendas of educational policies are discussed.
dc.language	Portuguese
dc.language	Spanish
dc.language	English
dc.publisher	Fundação Carlos Chagas
dc.relation	http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-15742008000200008
dc.relation	https://doaj.org/toc/0100-1574
dc.rights	CC BY-NC
dc.source	Cadernos de Pesquisa, Vol 38, Iss 134, Pp 413-440 (2008)
dc.subject	POLÍTICAS EDUCACIONAIS
dc.subject	QUALIDADE DO ENSINO
dc.subject	POLÍTICAS PÚBLICAS
dc.subject	RENDIMENTO ESCOLAR
dc.subject	EDUCATIONAL POLICIES
dc.subject	TEACHING QUALITY
dc.subject	PUBLIC POLICIES
dc.subject	STUDENTS'S SCHOOL PERFORMANCE
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Políticas educacionais e desempenho escolar nas capitais brasileiras Educational policies and school performance in the Brazilian capitals of states
dc.type	article