Banca de QUALIFICAÇÃO: DAYANE DA SILVA RODRIGUES DE SOUZA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : DAYANE DA SILVA RODRIGUES DE SOUZA
DATE: 13/09/2022
TIME: 14:30
LOCAL: VIDEOCONFERÊNCIA (https://meet.google.com/ahn-keze-dxc)
TITLE:

Effects of the Open University of Brazil on the educational indicators of Brazilian basic education: a look at teacher education

KEY WORDS:

Open University of Brazil; distance education; targeting; Impact; Teacher training.

PAGES: 108
BIG AREA: Ciências Sociais Aplicadas
AREA: Administração
SUMMARY:

Due to the enormous inequalities in the offer of higher education in Brazil and the lack of teacher training in basic education, the Open University System of Brazil (UAB) was instituted (decree 5,800/2006) to democratize and internalize access to higher education in Brazil, through distance education. Considering the discussions on distance education, and the UAB policy for teacher training, this thesis, composed of three articles, analyzes the effects of the Universidade Aberta do Brasil on the educational indicators of basic education. The focus of UAB in Brazilian municipalities was analyzed through logistic regression and cluster analysis; the impact of UAB on teacher training, with the difference-in-differences method (Callaway and Sant’Anna, 2021); and the effect of the type and modality of mathematics teacher training on the performance of the Prova Brasil of their 9th-grade elementary school classes, through generalized driven regression (GBM). Preliminary results indicate that there was no pattern in the profile of the municipalities covered by the UAB centers and the characteristics of the municipalities partially influenced the opening of the centers; UAB positively impacted the training rates of elementary school teachers in the municipalities that received the poles, compared to the municipalities that did not, and the study of events showed that longer exposure to the policy generates even greater impacts on the variables of interest; the results also indicated that mathematics teachers graduated in this area, in the distance modality, imply better results in mathematics exams, compared to teachers trained in other higher education courses or without higher education. This effect is accentuated for the performance of students in unfavorable conditions. There was no statistically significant difference between the performances of students who studied with teachers trained in mathematics at a distance or face-to-face. Given the proposals explained and the results found so far, this work seeks to contribute to the evaluation of the expansion of distance learning in Brazil, which is still under development, and which was one of the main public choices for teacher training in the country. However, little is known about the impacts of these actions on the quality of the educational system. Thus, it is expected that this research can contribute to the literature by adding empirical evidence to discussions in these areas.

 

COMMITTEE MEMBERS:
Interna - 2413052 - ANNE EMILIA COSTA CARVALHO
Presidente - 1510488 - LUCIANO MENEZES BEZERRA SAMPAIO
Interna - 1894891 - RAQUEL MENEZES BEZERRA SAMPAIO