Dinâmica da desigualdade de notas do quinto e do nono ano, nas escolas públicas no Ceará

• Ano de defesa: 2019
• Autor(a) principal: Carneiro, Maria Socorro de Vasconcelos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Políticas públicas; Persistência da desigualdade; Painel dinâmico; Convergência de desigualdade
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/46267

The main objective of this dissertation is to analyze the dynamics of inequalities in the grades of public school students in the 184 municipalities of Ceará, in primary education. The inequalities of fifth and ninth grade grades in public schools in Ceará are analyzed. The data used in this work are extracted from the databases of Prova Brasil for the years 2011, 2013 and 2015. The Prova Brazil is applied by the National Institute of Studies and Educational Research Anísio Teixeira (Inep), linked to the Ministry of Education (MEC) and consists of an instrument used by the MEC to gather information about the quality of Brazilian elementary education, from the application of Portuguese and mathematics tests to the students of the fifth and ninth years, corresponding respectively to the beginning and the conclusion of the teaching fundamental. To estimate the persistence of the inequality of basic education in the municipalities of Ceará, two measures were calculated based on these notes: a) a dispersion measure around the average grade of the municipality and b) a dispersion in relation to the best grade observed in each year. Then dynamic panel models are estimated for these variables. The methodology used in this process is suitable for non-normal, heterocedastic and autocorrelated errors. The results show that these differences tend to persist and in some cases are possibly non-stationary and indicate a strong process of divergence. Mainly, in the variable of deviation of the Portuguese notes of the fifth year in relation to the best grade of the subject in a given year and the variable of deviations of the mathematical grade of the ninth grade in relation to the best grade. In this way, we conclude that policies that encourage not only the best results, but also the reduction of this inequality, such as reinforcement classes for students with greater difficulty, or fiscal policies that jointly encourage increases in the mean and reduction in the dispersion (inequality) of notes can be investigated. After all, it is worth remembering that this educational difference can generate inequality of income and future opportunities.