scholarly journals Rural Education: some indicators

2021 ◽  
pp. 1-25
Author(s):  
Marilene Santos
Keyword(s):  
Rural Education ◽  
Young People ◽  
Educational System ◽  
Urban Areas ◽  
Basic Education ◽  
Public Policies ◽  
Education Development ◽  
Development Index ◽  
National Education ◽  
Educational Condition

The following article, whose nature is descriptive and bibliographic, aims, based on Goal eight of the National Education Plan 2014-2024 (PNE), to identify some indicators for the Countryside Education. For such purpose, we consider the educational reality of the countryside based on: the low schooling of the population; in the negative evolution of the enrollments number in the last few years; and in the circumstances through which the quality benchmark, provided by the Basic Education Development Index (Ideb), has been unproductive to the define public policies aimed for the Countryside Education. Despite the operational difficulties of the educational system to obtain the necessary information for its composition, the results of the last two Ideb, however, already show progress. Based on these indicators, we conclude that some actions aimed at increasing the schooling of the countryside population were undertaken, however, the unequal educational condition among young people living in the countryside and those who live in the urban areas still persists. There is a possibility of fulfilling the goal eight of PNE by 2024, however, this may not mean progress in guaranteeing the countryside population’s rights to an education of quality, but, on the contrary, its reduction.

scholarly journals Reflexões sobre o IDEB, ensino médio integrado e a Rede Federal de Educação Profissional, Científica e Tecnológica

2020 ◽  
Vol 1 (49) ◽  
pp. 11
Author(s):  
Jaqueline Lima Valões ◽  
Márcio José Freire Ribeiro ◽  
Emmanuelle Arnaud Almeida ◽  
Maria da Conceição Monteiro Cavalcanti
Keyword(s):  
Secondary Schools ◽  
Professional Education ◽  
Basic Education ◽  
Technological Education ◽  
Education Development ◽  
Federal Level ◽  
Development Index ◽  
National Education ◽  
The Creation ◽  
Education Plan

<p>This paper aims to investigate the methodology of calculation and disclosure of the Basic Education Development Index (IDEB) for Professional Education Secondary Schools (EMI) and for the Federal Net of Professional, Scientific and Technological Education (RFEPCT). The method used was documentary research. Two relevant findings were found: the first one is the absence of an IDEB aggregation unit for Federal Schools; the second is the exclusion of the Professional Education Secondary Schools (EMI) numbers from the State’s IDEB calculation. The main conclusions were: a) the absence of calculation and publicity of the IDEB at Federal level incurs losses for the RFEPCT to monitoring the achievement of the goal nº 7 of the National Education Plan 2014-2024 (PNE); b) the calculation and dissemination of the IDEB for the Federal Professional Education Secondary Schools could confirm the good results obtained by RFEPCT in non-census indicators such as PISA and ENEM; c) measures such as the creation of an aggregation unit for the Federal Secondary Schools and the inclusion of the EMI in the states calculation in the upcoming editions of IDEB, would strengthen this educational proposal against a scenario of recent cuts in education’s investments.</p>

scholarly journals Os impactos da globalização sobre a Educação do Campo: políticas públicas de resistência

2020 ◽  
pp. 1-21
Author(s):  
Flavia Stefanello ◽  
Altair Alberto Favero
Keyword(s):  
Rural Education ◽  
Educational System ◽  
Public Policies ◽  
Quality Education ◽  
Modern Times ◽  
Cultural Homogenization ◽  
Bibliographic Study ◽  
Local Cultures

This article aims to conduct a discussion about the globalization process and its implications on Rural Education. Bringing Rural Education into this discussion, results in identifying the impacts that globalization can bring, affecting the cultural and social uniqueness of these subjects. It is a theoretical-bibliographic study of a basic nature, qualitative in terms of approaching the problem and analytical descriptive in terms of objectives. We present in the text the undeniable impact that globalization, intensified in modern times, has on Rural Education: its cultural homogenization, the commodification of the educational system, the crushing of local cultures, the exclusion of its uniqueness and the standardization of behavior, denying the historicity of peasant struggles for land and quality education that is inherent to it. Contrary to this process, the text points to public policies aimed at Rural Education, as forms of resistance to this movement.

scholarly journals Avaliação educacional: o Ideb e os sintomas da desestruturação do ensino médio

2017 ◽  
Vol 1 (1) ◽  
pp. 23
Author(s):  
Arlindo Júnior Corrêa ◽  
Bruno Monteiro Duarte
Keyword(s):  
High School ◽  
Basic Education ◽  
National Level ◽  
Educational Evaluation ◽  
External Evaluation ◽  
Provisional Measure ◽  
Education Development ◽  
Development Index ◽  
Object Of Study

Neste artigo procura-se produzir uma análise sobre os mecanismos de avalições educacionais desenvolvidas em âmbito nacional. Para isso o objeto de estudo foi o Índice de Desenvolvimento da Educação Básica - Ideb. Esse trabalho parte da hipótese de uma possível desestruturação do ensino médio, tendo em vista que, como demostrado nos resultados do Ideb, esta etapa da educação básica sofre os sintomas de uma estagnação ou de um retrocesso em seus índices de avaliação externa. Diante desse cenário surgiu a polêmica medida provisória n. 746/16, que visa a reformar o ensino médio brasileiro, dando a ele um novo perfil.Palavras-chave: avaliação externa, Ideb, ensino médio. EDUCATIONAL EVALUATION: THE IDEB AND THE SYMPTOMS OF THE DISTRUCTURATION OF HIGH SCHOOLAbstractThis article aims to produce an analysis on the mechanisms of educational evaluations developed at the national level. For this, the object of study was the Basic Education Development Index - Ideb. This article started from the hypothesis of a possible distructuration of the High School, considering that, as demonstrated in Ideb's results, this stage of basic education suffers from the symptoms of a stagnation or a regression in its external evaluation indices. Given this scenario, the controversial provisional measure n. 746/16, which aims to reform the brazilian high school, giving it a new profile.Key-words: external evaluation, Ideb, high school.

scholarly journals O IDEB COMO PARÂMETRO DE QUALIDADE DA EDUCAÇÃO BÁSICA NO BRASIL: algumas preocupações

2016 ◽  
Vol 23 (3) ◽  
pp. 88 ◽  
Author(s):  
Luiz Carlos Gesqui
Keyword(s):  
Basic Education ◽  
Quality Parameter ◽  
Education Development ◽  
School Practices ◽  
National Education ◽  
Academic Production ◽  
Definition Of ◽  
Second Procedure ◽  
Educational Field

Resumo: A busca pela definição de elementos que estabelecessem padrões mínimos do que consistiria qualidade da educação básica nacional ocupou lugar de destaque no campo educacional brasileiro por décadas. Este artigo tem o objetivo de destacar que o Plano Nacional de Educação (PNE) 2014-2024 desestimula esta busca ao estabelecer legalmente o Índice de Desenvolvimento da Educação Básica (IDEB) como parâmetro de qualidade da educação básica nacional. Para desenvolver este argumento são analisadas, num primeiro procedimento, produções acadêmicas que antecedem o atual PNE e que têm por objeto de estudo desdobramentos do uso de indicadores estatísticos no campo educacional. Num segundo procedimento é analisada a meta 7 do atual PNE e algumas de suas estratégias cotejando-as com resultados de recentes pesquisas cujos objetivos se assemelham aos objetivos propostos pelas referidas estratégias. Os resultados das análises realizadas apontam para uma ampla desconsideração da produção acadêmica referente à qualidade da educação elaborada no período que antecede aprovação do atual PNE e que algumas práticas escolares cujos objetivos se assemelham aos objetivos propostos pelas estratégias analisadas tem produzido desdobramentos que não contribuem para a melhoria da qualidade da educação básica. Palavras-chave: IDEB. PNE. Qualidade educacional. Educação básica. THE IDEB AS BASIC EDUCATION QUALITY PARAMETER IN BRASIL: some concernsAbstract: The search for the definition of elements that establish minimum standards which would consist quality of the national basic education occupied a prominent place in the Brazilian educational field for decades. This article aims to highlight that the National Education Plan (PNE) 2014-2024 discourages this search to legally establish the Basic Education Development Index (IDEB) as a quality parameter of the national basic education. To develop this argument are analyzed in a first procedure, academic productions that precede the current PNE and who has study object the use of statistical indicators in the educational field. In a second procedure it has been analysed the goal 7 of the current PNE and some of their strategies comparing them with results of recent research whose objectives are similar to the objectives proposed by these strategies. The results of analyzes indicate a wide disregard of academic production related to the quality of the elaborate education in the period before approval of the current PNE and that some school practices whose goals are similar to those proposed by the strategies analyzed goals has produced outcomes that do not contribute to improving the quality of basic education.Keywords: IDEB. PNE. Educational quality. Basic education. El IDEB COMO PARÁMETRO DE CALIDAD DE LA EDUCACIÓN BÁSICA EN BRASIL: algunas preocupacionesResumen: La búsqueda de la definición de los elementos que establecen normas mínimas de calidad que consistiría en la educación básica nacional ocupó un lugar destacado en el campo de la educación brasileña durante décadas. Este artículo tiene como objetivo destacar que el Plan Nacional de Educación (PNE) 2014-2024 desalienta esta busca por establecer legalmente el Índice de Desarrollo de la Educación Básica (IDEB) como parámetro de calidad de la educación básica nacional. Para desarrollar este argumento se analizan en un primer procedimiento, producciones académicas que preceden al PNE actual y que poseen objeto de estudio por el uso de indicadores estadísticos en el campo educativo. En un segundo procedimiento es analizada la meta 7 del PNE actual y algunas de sus estrategias comparándolas con los resultados de recientes investigaciones cuyos objetivos son similares a los objetivos propuestos por estas estrategias. Los resultados de los análisis indican una gran desprecio de la producción académica relacionada con la calidad de la educación elaborada en el período antes de la aprobación del PNE actual y que algunas prácticas escolares cuyos objetivos son similares a los propuestos por las estrategias analizadas metas han producido resultados que no contribuyen a la mejora de la calidad de la educación básica.Palabras clave: IDEB. PNE. Calidad de educación. La educación básica.

scholarly journals Las matemáticas, las valoraciones exteriores y la construcción del índice de desarrollo de la educación básica (IDEB) brasileña / Mathematics, external evaluations and the construction of the Basic Education Development Index (IDEB) Brazilian

2018 ◽  
Vol 6 (1) ◽  
pp. 10-18
Author(s):  
Delci Heinle Klein ◽  
Clarice Salete Traversini
Keyword(s):  
School System ◽  
Basic Education ◽  
Quality Of Education ◽  
Ministry Of Education ◽  
Education Development ◽  
Development Index ◽  
Pisa 2012 ◽  
Report Data ◽  
Determining Factor

RESUMOO presente artigo traz alguns apontamentos acerca das avaliações externas [PISA e Prova Brasil] da Educação Básica brasileira, suas intersecções com a Matemática e com o Índice de Desenvolvimento da Educação Básica - IDEB. Procura mostrar como a Matemática pode ser um fato determinante de qualidade da educação, pois, ao compor a Prova Brasil, a proficiência em Matemática é utilizada na elaboração do IDEB, que, segundo o Ministério da Educação, visa “medir a qualidade de cada escola e rede de ensino”. Assim, buscamos nossa análise da proficiência em Matemática, de crianças e jovens brasileiros, a partir de dados do relatório do PISA 2012 e dos microdados do Instituto Nacional de Pesquisas Educacionais Anísio Teixeira- INEPABSTRACTThis article provides some notes about the external evaluations [ PISA and Proof Brazil ] of the Brazilian basic education, their intersections with Mathematics and the Development Index of Basic Education - IDEB . Seeks to show how mathematics can be a determining factor of the quality of education , therefore, to compose the Test Brazil , proficiency in mathematics is used in the preparation of IDEB , which , according to the Ministry of Education, aims to measure the quality of each school and school system . Thus , we seek our analysis of proficiency in mathematics in children and young Brazilians from the PISA 2012 report data and microdata from the National Institute of Research Anísio Teixeira- INEP .

scholarly journals Educação do Campo e Educação Especial: interlocução entre modalidades inclusivas na contemporaneidade

2020 ◽  
pp. 1-25
Author(s):  
Taiana Furtado dos Anjos ◽  
Allan Rocha Damasceno
Keyword(s):  
Special Education ◽  
Rural Education ◽  
Inclusive Education ◽  
Rural Schools ◽  
Basic Education ◽  
Public Policies ◽  
National Policy ◽  
Educational Legislation ◽  
Legal Provisions ◽  
Legal Frameworks

This article discusses the theoretical and conceptual reflections of the interface between Special Education and Rural Education in the context of Brazilian public policies in contemporary times. Therefore, it is necessary to understand the concept of Rural Education within a historical approach drawn by social movements against the mechanisms of exclusion and segregation of peasant subjects, including in this process the target audience of Special Education, strengthening the movement of struggle and resistance to guarantee inclusive social rights already won in the legal provisions. Our intention is to present the main legal frameworks of Brazilian educational legislation, seeking to identify the elements that establish a dialogue between Special Education and Rural Education as modalities of Inclusive Education in contemporary society, with emphasis on the Operational Guidelines for Basic Education in Rural Schools and its Complementary Guidelines and the National Policy on Special Education from the perspective of Inclusive Education, among others. This article is a bibliographic essay that uses the lens of Critical Theory, with emphasis on Theodor Adorno's thinking, in the critical-reflexive analysis of Special Education in the Field, resulting in the identification of the main elements of convergence that consolidate the interface between the modalities aforementioned, evidencing the necessary articulation in the consolidation of inclusive public policies for students targeting Special Education in rural schools.

scholarly journals Basic Education Reforms in Guinea: Context and Concerns

2019 ◽  
Vol 8 (3) ◽  
pp. 283-296
Author(s):  
Mamadou Saliou Diallo
Keyword(s):  
Developing Countries ◽  
Human Capital ◽  
Basic Education ◽  
Qualitative Approach ◽  
Intervention Programs ◽  
Education Reforms ◽  
Education Development ◽  
National Education ◽  
Secondary Sources ◽  
The World

This paper sets out to consider the context and concerns in educational reform through an examination of the achievements and difficulties encountered in attempts to develop basic education in Guinea. Yet, many are the countries around the world, and more specifically developing countries that have constantly cherished basic education development. This is obvious since all these countries, including Guinea, have—at one time or another— undertaken reform in their education system. However, the real impact of these reform measures has been slow to be noticed, not only, with regard to the performance of the sector but also the improvement of human capital. As such, the paper proceeds to point out the prevailing issues in reform undertakings in Guinea’s education sector. The study uses qualitative approach, and both primary and secondary sources to portray major national education intervention programs and their relative outcomes. However, it appears that the inability of the system to capitalize on previous efforts and gains presents a key challenge to ensure the sustainability of basic education development in the country.

scholarly journals Structure for the practice of physical activities in Brazilian schools, Human Development Index and Basic Education Development Index: contributions to the Report Card Brazil

2021 ◽  
Vol 23 ◽  
Author(s):  
Rosa Luciana Prado ◽  
Anderson Vieira de Freitas ◽  
Micael Deivison de Jesus Alves ◽  
Devisson dos Santos Silva ◽  
Ricardo Aurélio Carvalho Sampaio ◽  
...  
Keyword(s):  
Human Development ◽  
Quality Indicators ◽  
Human Development Index ◽  
Basic Education ◽  
Secondary Data ◽  
Report Card ◽  
Physical Activities ◽  
Education Development ◽  
Development Index ◽  
Relationship Of

ABSTRACT The purpose of this study was to identify structures for the practice of physical activities (PA) in Brazilian Schools and relate them to the Human Development Index (HDI), Basic Education Development Index (IDEB) and quality indicators from the Report Card Brazil (RCB). This is a descriptive study that used secondary data from INEP-Brazil to identify and classify structures for the practice of PA in Brazilian schools based on the presence of “schoolyards”, “sports courts” and “sporting materials”, organized by elementary and high schools. Data were organized by Macroeconomic Region and related to HDI, IDEB and Report Card Brazil Quality Classification Criteria. Thus, for “Elementary School”, positive and significant relationship was observed between HDI and the presence of “schoolyards” (r=0.53; p=0.004), “sports courts” (r=0.855; p<0, 01) and “sporting materials”(r=0.764; p<0.01), while for IDEB, values followed the same logic, associated to the presence of “schoolyards” (r=0.475; p=0.01), “sports courts” (r=0.676; p<0.01) and “sporting materials” (r=0.535; p<0.01). For “High School”, relationship was observed between HDI and the presence of “sports courts” (r=0.517; p<0.01) and “sporting materials” (r=0.499; p<0.01), while for IDEB, relationship was only observed with the presence of “sporting materials” (r=0.508; p<0.01). It could be concluded that the Northern and Northeastern regions of Brazil have schools with lower presence of structure for the practice of Physical Activity and that there is positive relationship of this structure with HDI, IDEB and quality indicators of the Report Card Brazil.

scholarly journals Avaliações externas e o Índice de Desenvolvimento da Educação Básica no contexto da Nova Gestão Pública: Uma análise do programa Escola de Gestores na Universidade Federal de Ouro Preto sob a perspectiva dos agentes de base em educação

2018 ◽  
Vol 26 ◽  
pp. 133 ◽  
Author(s):  
Breynner Ricardo De Oliveira ◽  
Maria Tereza Da Silva Pena
Keyword(s):  
Public Schools ◽  
Basic Education ◽  
Inductive Effect ◽  
Public Policies ◽  
School Management ◽  
Management Team ◽  
Education Development ◽  
Level Of Education ◽  
The Public ◽  
Evaluation Policies

This article analyzes the perceptions of teachers attended by the Programa Escola de Gestores at the Federal University of Ouro Preto in relation to external evaluations and the Index of Basic Education Development (Ideb). Teachers and members of the school management team are the grassroots public agents who translate and implement the public policies designed at the strategic level by the various governments. For Ideb, understanding how these subjects act and how they think is important in order to uncover how external evaluations have been processed in schools and what possible outcomes are produced there. The literature reveals that this indicator has promoted changes in daily school dynamics and at the level of education departments, often driven by accountability actions in a context of public policies of a managerial state. Sixteen interviews were conducted in eight public schools with the management team in the municipalities of Mariana, Ouro Preto, João Monlevade and Itabira (Minas Gerais). The analysis revealed that the external evaluations and Ideb have an inductive effect on the school, promoting the teachers' connection with the pedagogical project, increasing the number of pedagogical meetings and a concern with curricular planning. Interviews also revealed that such movements depend on the profile of school leaders. The involvement of the management teams is a central aspect for the professionals who work in them to commit to this process. On the other hand, the interviews showed that Ideb has become a regulatory instrument for educational evaluation policies, aimed at measuring results, which contributes to the generation of malaise between professionals and schools, revealing subtle and naturalized practices of accountability.

scholarly journals The Epistemology of Educational Public Policies and the Utopias of His Praxi in National Education

2020 ◽  
pp. 51-67
Author(s):  
Antônio Carlos Coqueiro Pereira
Keyword(s):  
Qualitative Research ◽  
Basic Education ◽  
Public Policies ◽  
Quality Education ◽  
Economic Power ◽  
National Context ◽  
National Education ◽  
The Past ◽  
History Of

The elaboration of this article aims to show how public policies in Brazilian education had a primary advance in ensuring quality education. However, this advance only occurred on paper, not being verified in its praxi in the national context. This is due to the old policy of interests in not promoting a quality education. This is a retrograde policy that does not meet the Laws in relation to the continued training of basic education teachers for the promotion of knowledge and understanding, aiming to innovate educational methodological practices in order to strengthen the nation, preventing it from being manipulated by those who hold the socio-economic power. Its line of bibliographic qualitative research is, with emphasis on the field of theorists that address such contents and themes. The aim of this article are educators and curious about Brazilian educational public policies and their history of the past that reflects on the present.

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