doctoralThesis
Vulnerabilidade multidimensionais preditoras do (in)sucesso escolar em um sistema de ensino
Fecha
2021-05-31Registro en:
PESSOA, Karine Symonir de Brito. Vulnerabilidade multidimensionais preditoras do (in)sucesso escolar em um sistema de ensino. 2021. 260f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2021.
Autor
Pessoa, Karine Symonir de Brito
Resumen
Education is essential for the evolution of the knowledge society and fundamental for
a nation's social, historical-cultural, political, economic-financial and technological
advances. It is through the communion of these multiple dimensions that a more
democratic, just, humane and solidary society is built, essential instruments for the
development of the autonomy and criticality of the citizen subject. In this perspective,
seeking to identify the multidimensional factors that can influence the student's
school performance throughout his school career becomes a relevant premise
assumed by this thesis. It is possible to understand that the student may be
vulnerable in different perspectives that affect his school trajectory. Identifying these
vulnerabilities and, from them, identifying, with scientific rigor, their repercussions is
what we believe to be a contribution to the prediction of (in) school success. This
thesis aims to develop a statistical model that assists in the prediction of (in) success
and school performance of students of regular education in the State Education
Network of Rio Grande do Norte. To this end, data from the 2010 Demographic
Census, the Integrated Monitoring and Institutional Assessment System - SIMAIS /
RN, the SIGEduc - Integrated Education Management System of RN were analyzed,
in addition to data from the diaries of students enrolled in state schools in the period
2013 to 2019. This data mining allows the identification of multidimensional
vulnerabilities that influence students' academic performance, making it possible,
through a statistical model, to predict (in) success in multiple perspectives. For the
analysis of these dimensions and typifications, descriptive analysis, the
independence test, spatial statistics, cluster analysis and the generalized linear
model were used: Logistic Regression. The results show that less than 12% of
students managed to fulfill the expected compulsory school trajectory, starting the 7th
year of Elementary School (EF) in 2013 and concluding the 3rd grade of High School
(EM) in 2019; on average, only 42% of students are able to complete EF II (9th
grade) and enter the 1st year of MS without fail; the territorial conditions of students'
homes influence school failure; only 3.9% of students achieved advanced proficiency
standards among those in the 5th and 9th grade (EF) and 3rd grade of MS; none of
the 167 municipalities in RN have more than 50% of households with computers with
internet access, which demonstrates the high level of digital vulnerability; on average,
40% of regular school students in the state system benefit from federal government
social programs; municipalities in Seridó and Alto Oeste have, concomitantly, the
best territorial conditions and levels of advanced proficiency standards, which means
that students have managed to reach a level considered essential for their stage of
schooling, requiring new stimuli. These georeferenced results will be products that
will gain greater dynamism when integrated to the platforms that enhance innovations
to SGeol-Educ / IMD / UFRN and SIGEduc / SEEC / RN.