Banca de DEFESA: MAYARA DUARTE DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : MAYARA DUARTE DA SILVA
DATA : 22/11/2019
HORA: 18:00
LOCAL: Auditório do NTB
TÍTULO:

PUBLIC AND PRIVATE IN HIGH SCHOOL IN SANTARÉM-PARÁ: WHAT IS THE DIFFERENTIAL OF COGNITIVE PERFORMANCE?

PALAVRAS-CHAVES:

Basic Education. School Learning. Educational Assessment. Public Education.
Private Education.

PÁGINAS: 59
GRANDE ÁREA: Ciências Biológicas
ÁREA: Biologia Geral
RESUMO:

The need to increase the supply of Brazilian schooling was not accompanied by a concern with
the quality of education offered. The first actions aimed at the implementation of a national
basic education evaluation system in Brazil began in the 1980s, with the implementation of
several educational reforms. During this period, Brazilian educational research was strongly
influenced by the Coleman Report published in 1966 in the United States. This research has
given new directions to both educational assessments and the allocation of social capital,
revealing that education is part of a set of factors, and that research in the area needs to address
social and school factors in educational inequalities. Against with a growing demand for
measures that reverse the insufficient levels of learning revealed by the current evaluations of
Brazilian basic education, we evoke here a discussion about the idea of education as a
foundation for better individual formation and, thus, for the construction of a society fairer. The
purpose of this paper was to study the cognitive performance profile for high school students
in two schools, a Public School - EPU and a Private School - EPR, from the urban area of
Santarém-Pará, from 2011 to 2017. This is a quantitative and qualitative research, with
secondary data collection conducted from October 2018 to September 2019, with permission
to consult the annual final results maps by the directors of the participating educational
institutions, as well as from available data by the official national websites. The study showed
significant differences in cognitive performance between the two schools, the EPU showed
greater oscillations in performance averages compared to the EPR. The EPU proved to be the
institution with the highest red scores, disapprovals, cancellations, retentions and abandonmet
in the period evaluated. The EPU students had more difficulty adapting to high school than EPR
students, suggesting that these students progress to high school with a poor elementary school
background, a fact reproduced over the years with no reversal measure, reflecting inequalities
between the performances diagnosed in the two schools. The number of enrollments, as well as
the number of students per class is much higher at EPU than EPR, which reflects the higher
Indicator of Teaching Effort in High School, suggesting that the quality of education may also
be correlated with these variables. The research also suggests that the most important factor in

determining teaching efficiency in the two institutions evaluated is more correlated to didactic-
pedagogical, administrative, and extra-school factors, such as family aspects, i.e., than material

or infrastructure inputs, being necessary further studies aimed at better characterization of these
results. Thus, the collective construction of a path of participation and co-responsibility for
improving the quality of public education may be: a greater emphasis on the basis of teacher
education; and greater attention to deficiencies in primary education.

MEMBROS DA BANCA:
Presidente - 327903 - DOMINGOS LUIS WANDERLEY PICANCO DINIZ
Externa ao Programa - 1995687 - ELDRA CARVALHO DA SILVA
Externo à Instituição - JOANILSON GUIMARAES SILVA - UFRN