Qualidade da educação e desempenho das escolas públicas na OBMEP em municípios de Minas Gerais
Data
2021-08-03
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Editor
Universidade Federal de Viçosa
Resumo
O presente trabalho buscou analisar a relação entre a qualidade da educação e o desempenho das escolas públicas de municípios mineiros na Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP), sob a perspectiva da qualidade social da educação. Para tanto, primeiramente, realizou-se uma análise descritiva detalhada dos dados nacionais das premiações da OBMEP, evidenciando sua dimensão e, também, as realidades locais e regionais do País. Em seguida, por meio da análise fatorial, obteve-se um fator constituído por variáveis que correspondem à estrutura física das escolas da amostra, a regional MG06 da OBMEP. Na sequência, aplicou-se um modelo de regressão de Poisson, associando-se o desempenho na OBMEP com o fator criado e demais variáveis pertinentes à qualidade da educação. Em âmbito nacional, constatou-se que as escolas públicas apresentam variabilidade no seu desempenho na OBMEP de acordo com sua localização, sendo influenciadas pelas condições socioeconômicas e culturais dos estados e regiões brasileiras. Em relação à regional MG06, percebeu-se que, para apresentar um desempenho satisfatório, ou seja, obter sucesso na OBMEP, alcançando-se premiações (medalhas de ouro, prata ou bronze), é necessário que as escolas públicas tenham infraestrutura adequada, com estruturas física e pedagógica apropriadas, boas condições para o exercício do trabalho docente, estudantes em situações favoráveis de acesso e permanência no ensino regular, além da atuação permanente do Estado mediante o desenvolvimento de políticas públicas educacionais que visem a melhoria da qualidade da educação pública básica, considerando o seu papel social e político. Ademais, a presente investigação apresenta sua diferenciação, na utilização de uma abordagem quantitativa, demonstrando que a OBMEP é relacional, baseada na qualidade da educação e na ótica não equânime das escolas públicas, o que pode afetar o desempenho na olimpíada. Por fim, espera-se, que este trabalho contribua para esclarecer e sanar a preocupante situação educacional no Brasil, sinalizando para a urgente necessidade de maior comprometimento das esferas políticas e sociais para a melhoria da qualidade da educação pública básica. Também, pretende-se que ocorra maior divulgação do potencial da OBMEP como política pública de inclusão social, priorizando sua elaboração e aplicação como um processo qualitativo para a educação adequada e não só para a busca de resultados ou premiações.Palavras-chave: Educação Pública. Qualidade da Educação. OBMEP.
The present research aimed to analyze the relationship between the quality of education and performance of public schools from Minas Gerais municipalities in the Brazilian Public School Mathematics Olympiad (Olimpíada Brasileira de Matemática das Escolas Públicas, OBMEP), from the perspective of education social quality. A thorough descriptive analysis of national data of previous OBMEP editions was carried out, which evinced its dimension and unveiled both regional and local particularities. Then, a factor was obtained through the factorial analysis, constituted by variables that correspond to the physical structure of the schools sampled in the MG06 regional of the OBMEP. Subsequently, a Poisson regression model was applied, associating the performance in the OBMEP with the aforementioned factor and other variables relevant to the quality of education. Nationally, the public schools showed variability in their OBMEP performance according to their location, thus being influenced by socioeconomic and cultural conditions of the Brazilian states and regions. Regarding the MG06 regional, it was noticed that in order to attain a satisfactory performance – that is, to be successful in the OBMEP and achieve awards (gold, silver, or bronze medals) – public schools must have adequate infrastructure, with appropriate physical and pedagogical apparatus, good teaching conditions, and students in favorable situation of both access and permanence in regular education. Besides, the permanent involvement of the State is also imperative via the development of public policies aiming at enhancing basic public education, contemplating its social and political roles. The differential of this study ultimately resides in its quantitative approach. It demonstrated that the OBMEP is relational, based on the quality of education and the non-equitable perspective of public schools, which can affect the performance in the Olympiad. This work is expected to clarify and help remedy the worrisome educational situation in Brazil, signaling the urgent need for more significant commitment from the political and social spheres to ameliorate the quality of basic public education. Also, it is intended that there is greater dissemination of the OBMEP potential as a public policy for social inclusion, thus prioritizing its development and application as a qualitative process for promoting adequate education, not only gathering results or awards. Keywords: Public Education. Quality of Education. OBMEP.
The present research aimed to analyze the relationship between the quality of education and performance of public schools from Minas Gerais municipalities in the Brazilian Public School Mathematics Olympiad (Olimpíada Brasileira de Matemática das Escolas Públicas, OBMEP), from the perspective of education social quality. A thorough descriptive analysis of national data of previous OBMEP editions was carried out, which evinced its dimension and unveiled both regional and local particularities. Then, a factor was obtained through the factorial analysis, constituted by variables that correspond to the physical structure of the schools sampled in the MG06 regional of the OBMEP. Subsequently, a Poisson regression model was applied, associating the performance in the OBMEP with the aforementioned factor and other variables relevant to the quality of education. Nationally, the public schools showed variability in their OBMEP performance according to their location, thus being influenced by socioeconomic and cultural conditions of the Brazilian states and regions. Regarding the MG06 regional, it was noticed that in order to attain a satisfactory performance – that is, to be successful in the OBMEP and achieve awards (gold, silver, or bronze medals) – public schools must have adequate infrastructure, with appropriate physical and pedagogical apparatus, good teaching conditions, and students in favorable situation of both access and permanence in regular education. Besides, the permanent involvement of the State is also imperative via the development of public policies aiming at enhancing basic public education, contemplating its social and political roles. The differential of this study ultimately resides in its quantitative approach. It demonstrated that the OBMEP is relational, based on the quality of education and the non-equitable perspective of public schools, which can affect the performance in the Olympiad. This work is expected to clarify and help remedy the worrisome educational situation in Brazil, signaling the urgent need for more significant commitment from the political and social spheres to ameliorate the quality of basic public education. Also, it is intended that there is greater dissemination of the OBMEP potential as a public policy for social inclusion, thus prioritizing its development and application as a qualitative process for promoting adequate education, not only gathering results or awards. Keywords: Public Education. Quality of Education. OBMEP.
Descrição
Palavras-chave
Escolas públicas - Minas Gerais - Qualidade, Olimpíada Brasileira de Matemática das Escolas Públicas
Citação
ALMEIDA, Andréa Cristina de. Qualidade da educação e desempenho das escolas públicas
na OBMEP em municípios de Minas Gerais. 2021. 122 f. Dissertação (Mestrado em Administração) - Universidade Federal de Viçosa, Viçosa. Ano.