Eficácia educacional com foco na relação infraestrutura e resultado do ensino : um estudo da rede pública do Recife

• Ano de defesa: 2018
• Autor(a) principal: ANDRADE, Raphael Rodrigues de
• Orientador(a): CAMPOS, Luís Henrique Romani de
• Banca de defesa: CAMPOS, Luis Henrique Romani de, CABRAL, Romilson Marques, RAPOSO, Isabel Pessoa de Arruda
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação em Administração e Desenvolvimento Rural
• Departamento: Departamento de Administração
• País: Brasil
• Palavras-chave em Português: Infraestrutura escolar; Ensino-aprendizagem; Escola pública
• Área do conhecimento CNPq: OUTROS::ADMINISTRACAO RURAL
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7595

The present study aimed at analysing to what extent the school infrastructure affects the gain of the knowledge of the students, from the particular case of the public school system as well as to estimate the effect of the infrastructure variables and other educational influences on this learning process through the multiple linear regression model. In this regard, it was used the database generated by the Fundação Joaquim Nabuco (FUNDAJ) and examining a sample of the students’ performance from the 6th grade (previous 5th grade) of the public schools in the city of Recife through the application of two tests of Mathematics at the beginning and in the end of the year 2013, and the School Census 2013, for the other variables in FUNDAJ data bank. In order to to obtain infrastructure variables and other educational influences, the MQO and the method of selection of the variables AKAIKE (AIC) have been used. According to the econometric model, the indicators studied: educational areas (library, laboratory, sport court, and auditorium); computers, internet and equipments; utility services (water sources, electric power, sanitary sewage and selective collection), show to increase the efficiency of school learning only when it is associated to other variables and meet certain preestablished conditions.