Which model of teacher organization has the best student performance in the fifth year of elementary school?

Abstract

Debates about the problems of Brazilian basic education have intensified in recent years, seeking ways to improve the quality of education. From the international perspective of evaluations, discussions on how to improve education constantly permeate teacher training. Thus, a point to highlight is the teaching organization to work in the initial grades. Specifically in classes of the 5th year of elementary school, it is known that in the State of Rondônia there are different models of organization, such as a varied number of teachers per class (one, two, three), different training and teachers from different training schools (generalist and specialist). Thus, this study aimed to evaluate which model of teacher organization has the best student performance in the fifth year of elementary school. To answer this question, data from the school census and results of the Prova Brasil/SAEB of the fifth year of elementary school, both from 2017, are used. To assess whether the scores differed between the categories, an Analysis of Variance-ANOVA and Student's t-test were used. As a result, seven models of organization in the classroom were found, all with an average considered below adequate, with no difference between the number of teachers per class and training. There was a difference in relation to the training aspects. In general, it considers a negative result, because together with the lack of definition of the appropriate teacher profile for the respective grade, it is accompanied by poor student performance, raising an alert, and indicating the need for greater investments and planning in the processes of training, hiring and valuing teachers.