Banca de DEFESA: JOÃO GOMES DA SILVA

HIGH SCHOOL PERFORMANCE IN BRAZIL: THE ROLE OF TEACHER TRAINING AND SCHOOL INFRASTRUCTURE IN REGIONAL AND STATE CONTEXT 

School performance; Adequate teacher training; School infrastructure; School Census

School performance in the context of Brazilian education has become one of the main strategies used in scientific debates to obtain diagnoses regarding the situations faced by the educational system, more specifically on the conduct of public policies for basic education, which include the regular high school grades. The national literature discusses performance through the results of national assessment exams. In this regard, it can be emphasized that in international studies, school performance is diagnosed as an essential tool to address the alignment of constructive policies, because in countries considered developed, they have education as the main resource needed, in terms of the level of education of the population, which represents the potential that the nation must grow. From the literature review, no research was diagnosed that used the School Census with the intention of detailing school performance through the role of teachers' actions and school infrastructure. Therefore, the main objective of this thesis is to analyze the performance of students enrolled in high school as a function of adequate teacher training and school infrastructure, in Brazil, Major Regions and states, between 2016 and 2017. To achieve this proposal, information from the 2016 and 2017 School Censuses of the National Institute of Educational Studies and Research Anísio Teixeira (INEP) was used. In this sense, a methodology is proposed to create indicators that relate to the attributes of students in the initial stages of regular secondary education, adequate teacher training and school infrastructure, which is one of the main contributions of this thesis. After having created the methodological resources of this research, the analytical evidence of the indices points to the main contrasts of the Regions and states. The results indicate that Piauí presented the worst performance in Brazil and the Northeast in the IDA. In the Midwest, the state of Mato Grosso stood out for the significant volume of inadequate teachers, while the Federal District was better in this IFDA condition. In the North region, Acre was the worst in terms of school infrastructure, while in the South region, the state of Rio Grande do Sul stands out with good representation of the EII. Thus, the indices were sufficient to confirm hypotheses regarding the influence of the role of teacher training and school infrastructure, pointing to a positive relationship. In summary, the respective indices have the capacity to offer new methodological procedures for quantitative investigations.