Haja luz: uma análise dos microdados do Censo Escolar da Educação Básica acerca da dimensão docente da educação profissional

Abstract

he Basic Education School Census is the biggest and most important statistical survey of Brazilian education, and one of its objectives is to allow tracking the situation of Brazilian education through educational quality indicators. The formative dimension of teachers was chosen as the main objective of this research, putting it in a more ample discussion, which is the meaning given to the experience in the pursuit for quality of education in democratic societies. However, there are criticisms related to data of professional education on the Census, that does not consider the particularities of this category. It causes a mismatch due to the imprecision of the numbers and characteristics. There is also philosophical criticism to the use of metrics in relations of effect such as school and education quality indicators. Following the literature about the school and teacher effects, variables related to the teaching dimension were identified in the Census. It allowed us to make a contextualized analysis. The variable are the following: schooling (education), complementary pedagogical training, continuous training, types of employment contract, age, ethnicity, and gender, participation in projects, official quality indicators. The theoretical basis of the research was centered in Dewey (1959), Bauman (2001), Soares (2008, 2013) among others. The main objective was to evaluate in what measure the data generated by the School Census, concerning to the teaching dimension, indicates direct or marginal effects in the school performance of High School students. It aims to increase the action of education organs to improve the academic performance of its students. A qualitative methodological approach was used with cartographic drawing, and exploratory type when studying six selected schools. With respect to the results, it is important to highlight that an inconclusive relation was identified, which points to a marginal effect of the teachers training concerning to their students’ development. The results allow us to consider that a) one cannot consider that the fact of students having teachers with a higher education degree or diploma leads the students to have a better academic performance or the schools to have better results. b) the professional education specificities have not been considered in the Census methodology and in the quality education indicators established by INEP. It makes it hard to draw a direct inference between the characteristics of High School connected to the Professional Education and the approval ratings. One premise of the thesis was to value the directive sense of education as a response strategy and a way to its effectivity by means of critical, reflexive, and creative actions.