A qualidade da educação na relação entre o IDEB e a gestão educacional: efeitos, limites e possibilidades

Abstract

The main goal of this research is to understand the relation between the Development Index of Elementary School (IDEB) and educational management and its effects on the state school system in Rio Grande do Sul. It is a case study with secondary data processed, both qualitative and quantitative, in the Censo Escolar 2018 (School Census) and in the Questionário Prova Brasil - School Principal (2015). The theoretical structure follows the principles of Complex Thinking proposed by Edgar Morin, which becomes the common thread of this thesis.The theoretical foundation is compiled into three aspects: 1) quality of education; 2) educational management 3) external evaluation policy. Also it brings the informations from the state of RS, which allow confirming the thesis that IDEB is an important indicator for educational management, because it puts together two components: the school flow and the proficiency of students who serve the reference parameter of the education teaching and learning and, all these indicators collected can indicate a certain level of quality offered.However, IDEB itself is one of the parts, but it does not represent the whole of the quality of education, as it lacks the complementarity of other indicators, which are also important to measure it.The findings indicate that the quality of education in the state of Rio Grande do Sul measured by IDEB and some others references analyzed is low, demonstrating that, in the period from 2007 to 2017, educational results are stagnant, which may be associated with forms of management. We emphasize the possibility of opening a place for dialogue about the importance of the relationship between educational management and IDEB results, pointing out the need to complement other indicators in measurement of the quality of education. It concludes as effects, the educational results obtained; as limits, the need to incorporate other indicators and as possibilities, the (inter) relationship between results and educational management. The contextualization of the state network of RS points to a weakened management in the aspects of organization, infrastructure, basic services, financial resources, human resources and pedagogical resources. These indications demonstrate a situation in relation to educational management in this network and need to be considered when measuring quality. The processed data allow to conclude that there is a lack in the analysis of them, both in the scope of educational management and in the school management, which means that the managers reproduce the same of the same ad infinitum, process (re) 10 producing the same results in the period between 2007 to 2017. The analysis of the IDEB results, described from each of its components, exposes that the educational reality in RS is more complex than the indicators analyzed in this research. Finally, the thesis argues to the existence of a public management problem, also indicating the limits of the research and adding some questions for new studies.