O processo importa: relações entre processos escolares eficazes e o desempenho de alunos de escolas públicas em Minas Gerais

• Ano de defesa: 2017
• Autor(a) principal: Ana Luíza Farage Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FACE - FACULDADE DE CIENCIAS ECONOMICAS; Programa de Pós-Graduação em Economia; UFMG
• Palavras-chave em Português: Aprendizado; Desempenho em Matemática; Eficácia Escolar; Processos Escolares; Escolas públicas; Minas Gerais; Matemática; Estudo e ensino; Educação
• Link de acesso: http://hdl.handle.net/1843/32088

School is a place where there is reproduction of inequality, but keeping only to it means to ignore the transforming role this institution can have on the subject’s life. School processes made progress in relation to mere school factors, because they bring the social relations dimension embedded in the school daily life. Based on school effectiveness literature, this thesis researches the context and processes typologies to which students from different cohorts from Minas Gerais have been exposed to in 2007 and 2015. For that, effective school processes listed by Teddlie and Reynolds (2000) have been considered, besides students capital. Furthermore, it responds which school processes have the biggest potential to counterbalance the social origin influence on students mathematics achievement, as well as which of those processes are more related to low performance students learning. For that, homogeneity analysis, quantile and hierarchical models are made. Despite of growing issues with lack of teachers, violence and depredation signs, schools increased teacher training opportunities at the institution, as well as progress monitoring programs such as remedial classes and failure reduction. High expectations for all the class, absence of problems due to lack of teachers and violence, remedial classes programs and teacher training in the own school are the processes that are most related to student achievement. Family involvement on student’s school life and focus on academics through homework consistency were not only capable of counterbalancing socioeconomic level and family schooling, but were also are more related to students low achievement performance. However, subjects from higher socioeconomic status and family schooling leave from higher performance averages. Therefore, it is reinforced the importance of poverty reduction and social inequality policies. At the same time, results suggest the relevance of processes (therefore, the importance of social relations), being pointed alternatives of ―ways to do‖ the education that contribute to the school to fulfill its transforming role.