Luana Costa Almeida

O IDEB: limites e ilusões de uma política educacional

Schools participate in large-scale assessments without questioning its limits and possibilities for analyzing their reality. Although the importance of such assessments has been recognized for the pursuit of educational quality, this paper questions their use in the context of public policies, problematizing the influence of external factors on the composition of the performance, the utilization of Ideb as the unique measure to represent the quality of institutions and the concept of school effectiveness. Relying on data from the Geres Project, a longitudinal study of the panel type (2005-2008), this paper discusses aspects considered in the analysis of the results of large-scale assessments and their measuring instruments, since these are not always able to reliably represent the work developed by the schools, neither are they neutral or infallible.

O Ideb: limites e ilusões de uma política educacional

Schools participate in large-scale assessments without questioning its limits and possibilities for analyzing their reality. Although the importance of such assessments has been recognized for the pursuit of educational quality, this paper questions their use in the context of public policies, problematizing the influence of external factors on the composition of the performance, the utilization of Ideb as the unique measure to represent the quality of institutions and the concept of school effectiveness. Relying on data from the Geres Project, a longitudinal study of the panel type (2005-2008), this paper discusses aspects considered in the analysis of the results of large-scale assessments and their measuring instruments, since these are not always able to reliably represent the work developed by the schools, neither are they neutral or infallible.

INEQUALITIES AND SCHOOLS' WORK: DISCUSSING THE RELATIONSHIP BETWEEN PERFORMANCE AND SOCIOESPACIAL LOCATION

Circumscribed by concerns about the schools’ work, this paper proposes to look at the scholar phenomena from the relationship between students’ performance and social environment (family and neighborhood). Aiming to understand how different educational performances are related to the socio-spatial placement of schools, four schools in Campinas/SP (Brazil): two schools presenting the same performance level but located in different social vulnerability areas, and two showing different performances but situated in the same social vulnerability zone. The main goal is to understand the relationship to their neighborhood in the view of the involved subjects. The data analysis revealed that under the socioeconomic level proxy there are many external aspects that not only influence children before schooling process, impacting their initial proficiency, but also influence them throughout the schooling period.

LAS DESIGUALDADES Y EL TRABAJO DE LAS ESCUELAS: LA RELACIÓN ENTRE EL RENDIMIENTO Y LA UBICACIÓN SOCIOESPACIAL EN DEBATE

Circumscribed by concerns about the schools’ work, this paper proposes to look at the scholar phenomena from the relationship between students’ performance and social environment (family and neighborhood). Aiming to understand how different educational performances are related to the socio-spatial placement of schools, four schools in Campinas/SP (Brazil): two schools presenting the same performance level but located in different social vulnerability areas, and two showing different performances but situated in the same social vulnerability zone. The main goal is to understand the relationship to their neighborhood in the view of the involved subjects. The data analysis revealed that under the socioeconomic level proxy there are many external aspects that not only influence children before schooling process, impacting their initial proficiency, but also influence them throughout the schooling period.

As desigualdades e o trabalho das escolas: problematizando a relação entre desempenho e localização socioespacial

Circumscribed by concerns about the schools’ work, this paper proposes to look at the scholar phenomena from the relationship between students’ performance and social environment (family and neighborhood). Aiming to understand how different educational performances are related to the socio-spatial placement of schools, four schools in Campinas/SP (Brazil): two schools presenting the same performance level but located in different social vulnerability areas, and two showing different performances but situated in the same social vulnerability zone. The main goal is to understand the relationship to their neighborhood in the view of the involved subjects. The data analysis revealed that under the socioeconomic level proxy there are many external aspects that not only influence children before schooling process, impacting their initial proficiency, but also influence them throughout the schooling period.

Escola Vista de Fora: o que dizem as famílias?

The article aims at analyzing the view expressed in families’ discourse regarding their children’s school. Open answers from questionnaires filled in four municipal schools from Campinas, Sao Paulo state, elected by contrast criteria (higher or lower social-economic level) are analyzed. For this analysis, the topics of Education Quality; School-Community Relationship; School Organization; Reasons for School Appreciation; Extra-class Activities; and Security were considered. It is possible to observe a differential view towards school related to social class and that listening to the families allows for knowing the place occupied by the school in their lives, elucidating aspects which are not always clear to professionals that, when considered, can contribute to the students’ school life.