Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Silva, Maria da Conceição |
| Orientador(a): |
Não Informado pela instituição |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Não Informado pela instituição
|
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: |
|
| Link de acesso: |
http://www.repositorio.ufc.br/handle/riufc/68596
|
Resumo: |
This research analyzes the differences in academic performance between EJA and regular high school students in the five areas of knowledge and in the general average of the National High School Exam (ENEM) in Brazil and its regions. Aiming to isolate the effects of EJA from other factors that may affect the academic results of students, the Propensity Score Matching method was used, a technique that allows reducing imbalances in the distribution of characteristics of EJA and regular education students. The research results show a superiority of the regular education system in the production of knowledge compared to the EJA teaching modality, proving to be more efficient in enhancing important cognitive skills for professional qualification and continuity of investment in human capital. Therefore, there are great inequalities in opportunities for access to university education between the modalities studied, especially in the South and Center-West regions of the country, where the differences in grades were more expressive. |
