Qualidade da educação: o que dizem os pesquisadores da área e os professores do ensino fundamental
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Data
2013-09-24
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Universidade Federal de Goiás
Resumo
This dissertation analyzes the discurses about the quality of education,
historical theme of relevance to the pedagogical area that has gained
prominence in Brazilian educational policies and in the media. The research
conducted in the Linha de Pesquisa Educação, Trabalho e Movimentos Sociais
(Research Line Education, Labor and Social Movements) was carried out to
understand the conception of quality of education in our society through the
analysis of documents, bibliographic study of education researchers and
interviews with seven Portuguese Language and Mathematics elementary
school teachers in the fifth scholar year of three schools from the Rede
Municipal de Educação - RME (Municipal Education Network) of Goiânia. The
research investigated the socio-historical origin of quality as a question from
the productive restructuring of flexible accumulation in the working world and
how the school was being transformed with this transition. The effects on
education from the spatiotemporal compression were studied based on Harvey
(2012) and concepts present in UNESCO documents that demonstrate a logical
measurable of quality of education by the application of exams and conversion
indexes, also present in Brazilian educational policies analyzed by researchers
of this area. The Prova Brasil (Brazil Exam) and the Índice de Desenvolvimento
da Educação Básica- IDEB (Development Index of Basic Education (IDEB) are
cited as examples in the country of systemic evaluation and quality
benchmarks. This research also sought to understand the issue of quality within
the context of schools organized by cycles of formation, which is the model
adopted across the RME. The empiric work conducted with teachers questioned
the concept of quality education and proper meaning of the index IDEB within
the school, since it has been widely adopted. The data showed that both
researchers and teachers denounced the poor quality of public education in
Brazil, citing problems with lag in student learning, little involvement of the
family in monitoring the educational learning path of their children and
unsatisfactory working conditions. Furthermore, the index IDEB was not
considered the best reference for the analysis of quality education as a whole.
The investigation revealed the need for a clarification about what is wanted by
quality education, with the establishment of clear goals, strategies which solve
problems and the cooperation to achieve this.
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GONZAGA, Núbia Martins. Qualidade da educação: o que dizem os pesquisadores da área e os professores do ensino fundamental. 2013. 124 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2013.