Marco Túlio Aniceto França

Transmissão intergeracional de desigualdade e qualidade educacional: avaliando o sistema educacional brasileiro a partir do SAEB 2003

Ensaio: aval. pol. públ. Educ., Rio de Janeiro, v. 16, n. 61, p. 639-662, out./dez. 2008 * Pós-Doutorado em Dinâmica Industrial na Scuola Superiore Sant ́Anna – Itália; Professor Adjunto da Universidade Federal do Paraná (UFPR). E-mail: f.goncalves@ufpr.br. ** Doutorando do Programa de Pós-Graduação em Desenvolvimento Econômico, UFPR. E-mail: tulio_franca@yahoo.com. Os autores agradecem a Fernanda Yonamini e Bruno Cruz pelos comentários. O trabalho foi desenvolvido no âmbito do NAPPE/UFPR (Núcleo de Avaliação de Políticas Públicas Educacionais) e os autores agradecem à CAPES e ao CNPq pelo apoio financeiro à pesquisa. Resumo Utilizamos dados do SAEB 2003 com modelos multiníveis para explicar o resultado do desempenho dos alunos de 4a série do ensino fundamental e 3o ano do ensino médio. Verificamos que as escolas de ensino básico brasileiras reproduzem desigualdades de condições tais como o nível socioeconômico das famílias e principalmente a (in) capacidade de financiamento do ensino privado. No ensino médio a complementaridade das famílias pode ser reduzida através de uma maior participação dos pais na administração das escolas e infra-estrutura, entretanto permanece a grande diferença de desempenho entre alunos matriculados nas redes pública e privada. Em um terceiro nível são analisados os impactos regionais sobre o sistema educacional, estados com baixa participação política têm menor capacidade de responsabilização pelas políticas educacionais e, portanto, menor rendimento. A reprodução da desigualdade é um círculo vicioso, estados com renda mas mal distribuída têm sistemas educacionais piores e mais desiguais. Palavras-chave: Escolaridade. Desigualdade. Microeconometria.We use SAEB dataset with multileveled estimators to explain the students performance for 4th grade of elementary school and 3rd grade of high school. We show that Brazilian elementary schools are not socially fair as they reproduce condition inequalities such as social-economic levels and parental (in) ability to finance and provide private schools. At high schools the familys greatest engaging in the school management and infrastructures of school may minimize this inequality. However, there is still a big gap between the performance of students from private and public schools. We also analyze regional effects on the educational system, states with lower political empowerment are not able to do education accountability and have lower performance. Inequality reproduction is a vicious cycle, states where income is badly distributed have worse and unequal educational systems.

Provisão pública e privada de educação fundamental: diferenças de qualidade medidas por meio de propensity score

O artigo busca mensurar as diferencas de desempenho entre escolas publicas e privadas na fase inicial do ensino fundamental. Utiliza-se o metodo dos minimos quadrados ponderados por propensity score com as informacoes do SAEB/2003 para evitar problemas de selecao e ter uma melhor estimativa das relacoes de causalidade. Os resultados mostram uma grande diferenca de desempenho entre alunos destas redes alem de uma diferenca crescente segundo o nivel socioeconomico da familia do aluno e os salarios medios pagos aos professores. Alunos negros e pardos se beneficiariam menos de uma mudanca de rede que aqueles brancos e asiaticos. Aumento nos gastos por aluno nao reduzem tais diferencas que tambem variam de acordo com especificidades regionais.

Melhoria da qualidade educacional e redução da violência através de abertura de escolas públicas nos finais de semana: uma avaliação quantitativa

Opening public schools on weekends has become a common practice in many states of Brazil. The quantitative studies indicate auspicious results for this public policy in reducing violence. This paper discusses the impacts of opening basic schools of Curitiba, during the weekend, to communities in vulnerable areas. It investigates questions about violence and performance of students in standardized tests. The methodology applied in analyzing violence is weighted least squares by propensity score, in analyzing performance is used differences in differences. Two counterfactuals are used: schools waiting to get into the program and those which have showed no interest. The results show that the program has a positive impact on some dimensions of violence, such as the relationship among students, the reduction of crimes against property and drug dealing. The results also show a negative impact on the average performance of the schools, even though they are not statistically significant. Although the program improves the school environment, we conclude that it fails when trying to transform such successes into effective learning.

Eficiência na provisão de educação pública municipal: uma análise em três estágios dos municípios brasileiros

The article analyses what determines efficiency concerning with educational management in Brazilian municipalities, as a result of decentralization process which happened in 90s. The pieces of information were extracted from Censo Escolar, Prova Brasil Finbra and STN dataset for the 2005-year. We employ a methodology with three stages of which the first stage consists of using the SBM (slacks based measure) models in the efficiency estimation for the use of the discretionary inputs. In addition to this, non-discretionary inputs were controlled of which the result is a new efficiency index. Finally, we use the finite mixture models to analyse the heterogeneity among the municipalities. The results showed that there is no uniformity in the demographic and political effects on the efficiency of the quality of education on offer among the diversity of the Brazilian municipalities groups. If there is more democracy and funds such as Fundef, in general, it will increase the efficiency of municipal school administration.

Mejora en la calidad educacional y en la reducción de la violencia a través de la apertura de escuelas públicas los fines de semana: una evaluación cuantitativa

Opening public schools on weekends has become a common practice in many states of Brazil. The quantitative studies indicate auspicious results for this public policy in reducing violence. This paper discusses the impacts of opening basic schools of Curitiba, during the weekend, to communities in vulnerable areas. It investigates questions about violence and performance of students in standardized tests. The methodology applied in analyzing violence is weighted least squares by propensity score, in analyzing performance is used differences in differences. Two counterfactuals are used: schools waiting to get into the program and those which have showed no interest. The results show that the program has a positive impact on some dimensions of violence, such as the relationship among students, the reduction of crimes against property and drug dealing. The results also show a negative impact on the average performance of the schools, even though they are not statistically significant. Although the program improves the school environment, we conclude that it fails when trying to transform such successes into effective learning.

Improving educational quality and reduction of violence through opening schools on weekends: a quantitative evaluation

Opening public schools on weekends has become a common practice in many states of Brazil. The quantitative studies indicate auspicious results for this public policy in reducing violence. This paper discusses the impacts of opening basic schools of Curitiba, during the weekend, to communities in vulnerable areas. It investigates questions about violence and performance of students in standardized tests. The methodology applied in analyzing violence is weighted least squares by propensity score, in analyzing performance is used differences in differences. Two counterfactuals are used: schools waiting to get into the program and those which have showed no interest. The results show that the program has a positive impact on some dimensions of violence, such as the relationship among students, the reduction of crimes against property and drug dealing. The results also show a negative impact on the average performance of the schools, even though they are not statistically significant. Although the program improves the school environment, we conclude that it fails when trying to transform such successes into effective learning.

Sistemas públicos de ensino fundamental e a perpetuação da desigualdade: democracia e qualidade educacional como promotoras de justiça social

Education restricts/expands individuals´ economic opportunities during their life cycles. The educational system of a country or region has an essential role in the generation of equal opportunities. The present article investigates the public teaching systems (municipal and state) in Brazil and their relationship with inequality. More unequal states of the federation have less effective educational systems in the provision of quality teaching. However, a higher level of democracy increases efficacy. Inequalities in the health, color and sociocultural level of a family affect an individual´s performance, regardless of the quality of the school, which is the rationale for policies focused on promoting equal opportunities through education.

Public Elementary School Systems and the continuation of inequality: democracy and quality of education as a social justice promoter

Education restricts/expands individuals´ economic opportunities during their life cycles. The educational system of a country or region has an essential role in the generation of equal opportunities. The present article investigates the public teaching systems (municipal and state) in Brazil and their relationship with inequality. More unequal states of the federation have less effective educational systems in the provision of quality teaching. However, a higher level of democracy increases efficacy. Inequalities in the health, color and sociocultural level of a family affect an individual´s performance, regardless of the quality of the school, which is the rationale for policies focused on promoting equal opportunities through education.

Sistemas públicos de enseñanza básica y la perpetuación de la desigualdad: democracia y calidad educacional como promotoras de la justicia social

Education restricts/expands individuals´ economic opportunities during their life cycles. The educational system of a country or region has an essential role in the generation of equal opportunities. The present article investigates the public teaching systems (municipal and state) in Brazil and their relationship with inequality. More unequal states of the federation have less effective educational systems in the provision of quality teaching. However, a higher level of democracy increases efficacy. Inequalities in the health, color and sociocultural level of a family affect an individual´s performance, regardless of the quality of the school, which is the rationale for policies focused on promoting equal opportunities through education.

Intergenerational transmission of inequalities and school quality: evaluating the brazilian educational system with SAEB 2003 data

Ensaio: aval. pol. públ. Educ., Rio de Janeiro, v. 16, n. 61, p. 639-662, out./dez. 2008 * Pós-Doutorado em Dinâmica Industrial na Scuola Superiore Sant ́Anna – Itália; Professor Adjunto da Universidade Federal do Paraná (UFPR). E-mail: f.goncalves@ufpr.br. ** Doutorando do Programa de Pós-Graduação em Desenvolvimento Econômico, UFPR. E-mail: tulio_franca@yahoo.com. Os autores agradecem a Fernanda Yonamini e Bruno Cruz pelos comentários. O trabalho foi desenvolvido no âmbito do NAPPE/UFPR (Núcleo de Avaliação de Políticas Públicas Educacionais) e os autores agradecem à CAPES e ao CNPq pelo apoio financeiro à pesquisa. Resumo Utilizamos dados do SAEB 2003 com modelos multiníveis para explicar o resultado do desempenho dos alunos de 4a série do ensino fundamental e 3o ano do ensino médio. Verificamos que as escolas de ensino básico brasileiras reproduzem desigualdades de condições tais como o nível socioeconômico das famílias e principalmente a (in) capacidade de financiamento do ensino privado. No ensino médio a complementaridade das famílias pode ser reduzida através de uma maior participação dos pais na administração das escolas e infra-estrutura, entretanto permanece a grande diferença de desempenho entre alunos matriculados nas redes pública e privada. Em um terceiro nível são analisados os impactos regionais sobre o sistema educacional, estados com baixa participação política têm menor capacidade de responsabilização pelas políticas educacionais e, portanto, menor rendimento. A reprodução da desigualdade é um círculo vicioso, estados com renda mas mal distribuída têm sistemas educacionais piores e mais desiguais. Palavras-chave: Escolaridade. Desigualdade. Microeconometria.We use SAEB dataset with multileveled estimators to explain the students performance for 4th grade of elementary school and 3rd grade of high school. We show that Brazilian elementary schools are not socially fair as they reproduce condition inequalities such as social-economic levels and parental (in) ability to finance and provide private schools. At high schools the familys greatest engaging in the school management and infrastructures of school may minimize this inequality. However, there is still a big gap between the performance of students from private and public schools. We also analyze regional effects on the educational system, states with lower political empowerment are not able to do education accountability and have lower performance. Inequality reproduction is a vicious cycle, states where income is badly distributed have worse and unequal educational systems.