Basic Education Development Index Research Articles

Análise da produtividade na alocação de recursos do FUNDEB no estado do AMAPÁ entre 2010 e 2019

ABSTRACT This article analyzes the productivity in the allocation of resources from the Fund for the Maintenance and Development of Basic Education and the Valorization of Education Professionals from 2010 to 2019 with panel data, through the Malmquist Index, in the 16 municipalities of the state of Amapá, for the 5th year of elementary school. The results showed a significant inequality between the municipalities, however, even so, the Basic Education Development Index scores improved by 31.88% in the ten years analyzed. Productivity from 2010 to 2019 increased by 3.8%. The period of greatest productivity growth was between 2010 and 2011, with 17.1% growth. The period with the worst result was from 2012 to 2013, with a decline of -6.8% in total productivity.

Spatial distribution of Ideb for the initial years of municipal elementary school in Paraná: an analysis of educational assessment

The work presents a study on the Basic Education Development Index (IDEB), which is an educational indicator that relates learning through performance assessments and school flow. The IDEB is calculated with school approval data, obtained from the School Census and also using performance averages that are applied by the National Basic Education Assessment System (SAEB) and Prova Brasil. For carrying out a discussion about the IDEB values in the municipalities of the state of Paraná, a dataset were collected referring to the initial years of municipal elementary education in Paraná, using the average, from the first to the fifth year. For the years 2005 to 2021 the results showed which there are municipalities with higher values. In this period, an effort to improve the values of the IDEB in the schools of the municipalities was identified because a tendency of increment in the analyzed spatial time series. The results indicated that the IDEB appears in the context of school evaluation as a managerial instrument to verify results and used to classify schools and direct resources based on meritocracy.

Analysis of the Ideb in relation to the socio-economic reality of the south-central region of Mato Grosso - Brazil

This study analyzes the relationship between the Basic Education Development Index (Ideb) and the Municipal Human Development Index (IDHM) in the center-south region of the state of Mato Grosso, Brazil. The IDHM is used to measure the population's quality of life, taking into account indicators such as life expectancy, education and income. The Ibeb is used to assess the quality of education in Brazilian schools. The research involves 17 municipalities in the central-south region, and the analyses are carried out using descriptive statistics and correlations, using the Statistical Package for the Social Science (SPSS) program, as well as document analysis. The results show that performance in the Ideb has moderate correlations with the education and general indicators of the IDHM, and that privately-run schools have higher averages in the Ideb compared to public schools. These findings underscore the complexity of the issue of educational quality, which is influenced by socio-economic and institutional factors, and highlight the importance of comprehensive analyses to understand the educational scenario in different regions.

Educational policies and their impact on the Basic Education Development Index of the State of Amapá: case studies

This research deals with educational policies and their impact on the Basic Education Development Index (Ideb), with the aim of analyzing the measures adopted by the State of Amapá to increase the Basic Education Development Index in the Irmã Santina Rioli and Nilton Balieiro schools. Machado and its effects on student learning. This is qualitative research, using the technique of focus groups and interviews aimed at teachers, managers and the Basic Education Coordinator of the State Department of Education of Amapá. It was verified that there is a lot to be done to improve student performance, highlighting the need to expand the number of vacancies and improve working conditions for teachers, through the creation of learning laboratories, availability of digital devices with internet access, adapting the career plan of education professionals.

The Role of Technology in the Learning Process: A Decision Tree-Based Model Using Machine Learning

Machine learning approaches may establish a complex and non-linear relationship among input and response variables for the assessment of the Basic Education Development Index (IDEB) database and show indicators that may contribute to monitoring the quality of education. This paper uses extensive experimental databases from public schools, consisting of a case study in Brazil, to analyze data such as the physical and technological structure of schools and teacher profiles. The research proposes decision tree-based machine learning models for predictions of the best attributes to positively contribute to IDEB. It employs a newly developed SHapley Additive exPlanations (SHAP) approach to classify input variables, so to identify variables that impact the most the final model; a non-probabilistic sample was used, composed from three official databases of 450 schools, and 617 teachers. Results show that the number of computers per student, teachers’ service time, broadband internet access, investments in technology training for teachers, and computer labs in schools are the variables that have the greatest effect on IDEB. The model applied shows high prediction accuracy for test data (MSE = 0.2094 and R² = 0.8991). This article contributes to improving efficiency when monitoring parameters used to measure the quality of a teaching-learning process. Doi: 10.28991/ESJ-2022-SIED-020 Full Text: PDF

The Role of Technology in the Learning Process: A Decision Tree-Based Model Using Machine Learning

Machine learning approaches may establish a complex and non-linear relationship among input and response variables for the assessment of the Basic Education Development Index (IDEB) database and show indicators that may contribute to monitoring the quality of education. This paper uses extensive experimental databases from public schools, consisting of a case study in Brazil, to analyze data such as the physical and technological structure of schools and teacher profiles. The research proposes decision tree-based machine learning models for predictions of the best attributes to positively contribute to IDEB. It employs a newly developed SHapley Additive exPlanations (SHAP) approach to classify input variables, so to identify variables that impact the most the final model; a non-probabilistic sample was used, composed from three official databases of 450 schools, and 617 teachers. Results show that the number of computers per student, teachers’ service time, broadband internet access, investments in technology training for teachers, and computer labs in schools are the variables that have the greatest effect on IDEB. The model applied shows high prediction accuracy for test data (MSE = 0.2094 and R² = 0.8991). This article contributes to improving efficiency when monitoring parameters used to measure the quality of a teaching-learning process. Doi: 10.28991/ESJ-2022-SIED-020 Full Text: PDF

Temporal and Spatial Analysis Techniques as Potential Tools for Combating the HIV Epidemic among Young Brazilian Amazonian People: An Ecological Study

Background: The main goal of this study was to analyze the HIV epidemic temporally and spatially among young people living in Pará, Brazil, from 2007 to 2018. Methods: For the temporal analysis, we employed an integrated autoregression of moving averages model associated with the seasonal trend using the LOESS decomposition method, which allowed for predictions to be made. In the spatial analysis, the techniques of autocorrelation, spatial and spatio-temporal risk analysis, and geographically weighted regression were used. Results: During the study period, there were 8143 notifications of HIV/AIDS cases. The temporal prediction indicated a trend of growth in the incidence rate in the 20–24-year-old group from January 2019 to December 2022 and a trend of stability in the 15- to 19-year-old and 25- to 29-year-old groups. There was a territorial expansion of the HIV epidemic in Pará. Novo Progresso and the Metropolitan Region of Belém (RMB) were the zones with the highest spatial and spatio-temporal risk for HIV. Social determinants including the Basic Education Development Index, the number of physicians per 10,000 inhabitants, and the municipal high school abandonment rate in the municipalities were associated with the risk of HIV/AIDS among young people in Pará. Conclusions: To eliminate HIV among young people in Pará, the access to treatment, diagnosis, and preventive healthcare services should be expanded. Sexual and reproductive health education should be reinforced in schools and communities. Furthermore, it is necessary to promote social equity and fight HIV stigma.

Educational equity in vulnerable territories

This present article aimed to analyze the educational equity among state schools located in vulnerable territories in the city of Guarulhos. The analysis involves the final year of elementary and high school. The database used was formed by data from the School Performance Assessment System of the State of São Paulo (Saresp) and the São Paulo Social Vulnerability Index (IPVS). A quantitative approach was used, and the data set was examined using descriptive and variance analysis, with social vulnerability in the territories and the color/race of students as independent variables and the average of the Basic Education Development Index of the State of São Paulo (Idesp), performance level in Portuguese, Mathematics and school flow as dependent variables. The results in the analyzed teaching stages demonstrate the existence of variations and distances between the learning of students enrolled in schools with different levels of social vulnerability, interfering with the advancement of educational equity, with prejudice to students from schools with greater vulnerability.

Quality of education and adolescents' oral health-related behaviours: a multilevel analysis.

The school environment may positively influence student health behaviours and learning. This study aimed to investigate the association between cities' quality of education and adolescent students' oral health-related behaviours. Cross-sectional study using data of the 2015 Brazilian National Adolescent School-Based Health Survey and other public databases. The sample was composed of adolescents (N = 23,674) from public schools of the 27 Brazilian state capitals. Outcomes were four oral health-related behaviours: toothbrushing, sweets and soft-drink consumption, and dental visits. The explanatory variable was the cities' quality of education, measured by the Brazilian Basic Education Development Index. Covariates were individual (sociodemographic) and contextual (socioeconomic, oral health coverage and oral health-promoting schools). Multilevel logistic regression was performed considering two levels: individual (adolescents) and contextual (city). The prevalence of the outcomes were: low daily toothbrushing frequency 6.7% (95% CI 6.0-7.4); high weekly sweets consumption 41.5% (95% CI 40.3-42.7); high weekly soft-drink consumption 28.5% (95% CI 27.2-29.9); and low frequency of annual dental visits 31.2% (95% CI 30.1-32.3). In the adjusted models, cities whose schools had higher scores of education quality were more likely to have students with low toothbrushing frequency and high frequency of sweets consumption. The cities' quality of education was associated with unhealthy oral health-related behaviours, particularly the frequency of toothbrushing and sweets consumption. Therefore, appropriate health promotion strategies as well as high-quality education are needed in schools.

Educational quality and oral health promotion in Brazilian schools: a multilevel analysis of national data.

The aim of this study was to investigate whether educational quality is associated with schools' potential support for oral health promotion in Brazil, using a multilevel model. An ecological study was carried out using data from 940 public schools (school level) from the 27 Brazilian state capitals (city-level). The explanatory variable was educational quality, measured by the Basic Education Development Index (IDEB) for each city, and the four dependent variables referred to the Oral Health Promotion School Environment (OHPSE) indicator and its dimensions: Dimension 1 (In-school aspects), Dimension 2 (Aspects of the school surroundings), and Dimension 3 (Prohibitive policies at school). The OHPSE was developed using categorical principal components analysis (CATPCA) of data from the 2015 National Adolescent School-Based Health Survey (PeNSE). Covariates were human development index and oral health care coverage of cities. Multilevel Poisson regression models with robust variance were undertaken (p < 0.05). Bivariate associations were found between the IDEB and each Total OHPSE and OHPSE-Dimension 1 (In-school aspects: sale of foods with added sugar and health promotion actions/programs). After adjustment, IDEB (PR: 1.38, 95%CI: 1.01-1.90; p = 0.045) and oral health care coverage (PR: 1.01; 95%CI: 1.00-1.02; p = 0.001) remained associated with the OHPSE Dimension 1. It was concluded that educational quality measured by the IDEB was associated with schools' potential support for oral health promotion regarding the sale of foods with added sugar and health promotion actions/programs in schools.

An interdisciplinary approach to address aquatic environmental issues with young students from Brazil

Environmental education aims to change the perception of people about the environment. Primary education (four to eleven years old) is a fundamental stage in the development of children’s conduct, so enhancing learning of the environment in which they live is essential for them to start recognizing nature as part of their life. We tested students’ perception before (pre-test) and after (post-test) a specific environmental education activity elaborated in a ludic and interdisciplinary way (psychological, biological, performing arts and educational perspectives), with more moments of practice than only theoretical or rhetorical. Our study showed that schools located in cities with low Municipal Human Development Index (MHDI) can present satisfactory results in relation to students’ environmental perception (hypothesis 1), that this perception does not differ according to nationwide educational indexes such as the Brazilian Basic Education Development Index (IDEB) (2), and that regardless of MHDI, there is an increase in this perception after environmental education activities, even a single activity (3). The developed methodology was effective in changing students’ environmental perception, and can be used in an interdisciplinary way, even when resources are scarce.

Changes in the socioeconomic profile of Piauí: From the Spix and Martius expedition to nowadays

The study aimed to gather information about the socioeconomic aspects based on the reports from Spix and Martius expedition compared to the present day. The studied region is inserted in the basin of the Canindé River, of the semi-arid region of Piauí. The research was based on the report of Spix and Martius's book Viagem pelo Brasil, government websites, province reports and bibliographic research. The main changes that took place in the region were the move of the Capital from Oeiras to Teresina, the use of the navigability of the Parnaíba River and the construction of the Dairy Factory in Campinas, which started wage employment in Piauí. In 1819, the region was sparsely populated (71,370 inhabitants), with low demographic density (- 0.28 inhabitants / km2), there were only the county of Oeiras and some towns. After 200 years, the population reached 3,118,360 with a demographic density of 12.4 inhabitants / km2, which is still considered low. Piauí is currently divided into 224 counties, 16 of which make up the study region, of which Oeiras and Paulistana have the largest population. The entire population today has access to education and the counties with the highest Basic Education Development Index (IDEB) are Oeiras and Acauã. The region is grouped into development territories and its main economic potentials are agribusiness, apiculture, livestock farming, cashew farming, sheep farming and wind power. Even in the face of advances and development, socioeconomic indicators show that the semi-arid region remains underdeveloped, with the need to expand public policies and private sector interventions, identifying the potential of counties, from a regional development perspective.

Melhores práticas e performance de escolas municipais do ensino fundamental no Ceará: Análise da eficiência na gestão escolar

No Brasil, há uma preocupação com a qualidade da educação, principalmente, ao se analisar os resultados das avaliações em larga escala tanto em nível nacional, pelo Índice de Desenvolvimento da Educação Básica (Ideb), quanto em nível internacional, pelo Programa Internacional de Avaliação de Estudantes (PISA). Assim, como forma de contribuir nessa questão, este estudo teve como objetivo identificar as melhores práticas que possam auxiliar na melhoria do desempenho das escolas municipais do ensino fundamental brasileiro, consideradas de baixo nível socioeconômico (NSE) no Ideb. O método utilizado foi quali-quantitativo, onde se utilizou modelos matemáticos, tais como, Análise Envoltória de Dados (DEA), Análise do Quintil, Regressão Logística e estudos de caso. Como resultado foram identificadas 14 melhores práticas que podem ter contribuído para o desempenho das escolas consideradas eficientes. Espera-se que o estudo possa contribuir para o enriquecimento das pesquisas na área, além do processo de decisão de investimento financeiro, alocação de recursos públicos e políticas educacionais, por meio de uma gestão escolar eficiente e que vise melhorar a qualidade da educação no Brasil.

Budget Planning for education: overcoming a challenge

Purpose: This teaching case was prepared from observations of issues experienced by the municipality of Cachoeiro de Santa Cruz, and adapted for didactic purposes, with the objective of assisting in the construction of an effective government budget planning. Its purpose is to foster reflection on the limitations and potentialitys of municipal budget management and also to propose solutions to funds for basic and fundamental education, in scenarios of material and financial restrictions.&#x0D; Methodology: The proposal presents mechanisms for the construction of planning, in order to mitigate the problems related to the lack of vacancies, the hiring and maintenance of qualified personnel and the investment in quality education. Secondary data were obtained from the website of the Brazilian Institute of Geography and Statistics (IBGE), the Basic Education Development Index (IDEB), the National Institute of Educational Studies and Research Anísio Teixeira (INEP) and the Transparency Portal of the City Hall. All numerical data were intentionally extracted and modified from the 2017 Budget Report.&#x0D; Results: With the application of this teaching case, students are expected to develop knowledge, skills and attitudes that prompt analysis and critical thinking about the described scenario, allowing participants to take an assertive stance and appropriate decisions budget management.&#x0D; Contributions of the Study: The case was developed for application in the Public Finance and Budget Management disciplines, both for undergraduate and postgraduate courses in Administration, Accounting, Economics and other related areas, in purpose to discuss issues and encourage the interest of the participants as to the best way to build a appropriate government budget planning.

Structure for the practice of physical activities in Brazilian schools, Human Development Index and Basic Education Development Index: contributions to the Report Card Brazil

ABSTRACT The purpose of this study was to identify structures for the practice of physical activities (PA) in Brazilian Schools and relate them to the Human Development Index (HDI), Basic Education Development Index (IDEB) and quality indicators from the Report Card Brazil (RCB). This is a descriptive study that used secondary data from INEP-Brazil to identify and classify structures for the practice of PA in Brazilian schools based on the presence of “schoolyards”, “sports courts” and “sporting materials”, organized by elementary and high schools. Data were organized by Macroeconomic Region and related to HDI, IDEB and Report Card Brazil Quality Classification Criteria. Thus, for “Elementary School”, positive and significant relationship was observed between HDI and the presence of “schoolyards” (r=0.53; p=0.004), “sports courts” (r=0.855; p&lt;0, 01) and “sporting materials”(r=0.764; p&lt;0.01), while for IDEB, values followed the same logic, associated to the presence of “schoolyards” (r=0.475; p=0.01), “sports courts” (r=0.676; p&lt;0.01) and “sporting materials” (r=0.535; p&lt;0.01). For “High School”, relationship was observed between HDI and the presence of “sports courts” (r=0.517; p&lt;0.01) and “sporting materials” (r=0.499; p&lt;0.01), while for IDEB, relationship was only observed with the presence of “sporting materials” (r=0.508; p&lt;0.01). It could be concluded that the Northern and Northeastern regions of Brazil have schools with lower presence of structure for the practice of Physical Activity and that there is positive relationship of this structure with HDI, IDEB and quality indicators of the Report Card Brazil.

Educação do Campo: alguns indicadores

O presente artigo, de cunho bibliográfico descritivo, tem como objetivo, a partir da meta oito do Plano Nacional de Educação 2014-2024 (PNE), identificar alguns indicadores da Educação do Campo. Para tanto, consideramos a realidade educacional do campo com base: na baixa escolaridade da população; na evolução negativa do número de matrícula nos últimos anos; e nas circunstâncias por meio das quais o referencial de qualidade, fornecido pelo Índice de Desenvolvimento da Educação Básica (Ideb), tem sido pouco producente para a definição de políticas públicas voltadas à Educação do Campo. Apesar das dificuldades operacionais do sistema educacional no sentido de levantar as informações necessárias para a sua composição, o resultado dos dois últimos Ideb já demonstram avanços. A partir desses indicadores, constatamos que algumas ações direcionadas a aumentar a escolaridade da população do campo foram empreendidas, mas a condição educacional desigual entre os jovens residentes no campo e os que vivem nas áreas urbanas ainda persiste. Há possibilidade de cumprimento da meta oito do PNE até 2024, no entanto, isso pode não significar avanços na garantia de direitos da população camponesa a uma educação de qualidade, mas, ao contrário, a sua redução.&#x0D; Palavras-chave: indicadores educacionais, educação do campo, PNE.&#x0D; &#x0D; Rural Education: some indicators &#x0D; ABSTRACT. The following article, whose nature is descriptive and bibliographic, aims, based on Goal eight of the National Education Plan 2014-2024 (PNE), to identify some indicators for the Countryside Education. For such purpose, we consider the educational reality of the countryside based on: the low schooling of the population; in the negative evolution of the enrollments number in the last few years; and in the circumstances through which the quality benchmark, provided by the Basic Education Development Index (Ideb), has been unproductive to the define public policies aimed for the Countryside Education. Despite the operational difficulties of the educational system to obtain the necessary information for its composition, the results of the last two Ideb, however, already show progress. Based on these indicators, we conclude that some actions aimed at increasing the schooling of the countryside population were undertaken, however, the unequal educational condition among young people living in the countryside and those who live in the urban areas still persists. There is a possibility of fulfilling the goal eight of PNE by 2024, however, this may not mean progress in guaranteeing the countryside population’s rights to an education of quality, but, on the contrary, its reduction.&#x0D; Keywords: educational indicators, rural education, PNE.&#x0D; &#x0D; Educación de Campo: algunos indicadores&#x0D; RESUMEN. El presente artículo de cuño bibliográfico descriptivo tiene como objetivo, a partir de la meta Ocho del Plan Nacional de Educación 2014-2024, identificar algunos indicadores para la Educación del Campo. Para tanto, consideramos la realidad educativa del campo con base en: la baja escolaridad de la población; la evolución negativa del número de matrícula en los últimos años; y las circunstancias por medio de las cuales el referente de calidad, proporcionado por Ideb, ha sido poco productivo para la definición de políticas públicas dirigidas a la Educación del Campo. A pesar de las dificultades operativas del sistema educativo en el sentido de obtener las informaciones necesarias para su composición, el resultado de los dos últimos Ideb, sin embargo, ya muestran avances. A partir de estos indicadores, constatamos que algunas acciones dirigidas a aumentar la escolaridad de la población del campo fueron empreendidas, pero, la condición educativa desigual entre los jóvenes residentes en el campo y en las áreas urbanas todavía persiste; hay posibilidad de cumplimiento del objetivo Ocho del PNE hasta 2024, con todo, eso no significará avances en la garantía de derechos de la población campesina a una educación de calidad, sino, al contrario, su reducción.&#x0D; Palabras clave: indicadores educativos, educación rural, PNE.

Cartographic narratives: the teaching of mathematics and ICT

Talking about information and communication technologies (ICT) in education is not new, much less when it comes to discussions for integrating digital resources. Researchers such as Costa &amp; Prado (2015), Santos &amp; Vasconcelos (2018), Abar (2020) and Santos &amp; Silva (2020), evidence this fact. Faced with this scenario, the following problematic question arises, which digital technologies are being increased more frequently in the teaching of mathematics? Bearing this question in mind, the present study focuses on investigating the frequency with which digital technologies are on school premises in the municipal network of Coruripe-AL, considering that this locus of investigation is a reference in the Basic Education Development Index (IDEB) in the state of Alagoas and Brazil. The research is of the qualitative type using cartographic inspirations; the field diary, semi-structured interview, documents and observations were used for data collection. In this work, it exposes the findings of one of the participants named P6. The findings demonstrate that digital technologies are gradually entering school premises, with emphasis on the use of smartphones and the interactive computer with a digital whiteboard.

The Effectiveness of Public Investment in Basic Education in Brazil

The analysis of educational systems involves four central dimensions: economic, pedagogical, political and cultural. This paper focuses on the economic perspective, which has gained strength with the creation of the Basic Education Development Index (Ideb), and facilitates comparative analyzes of the performance of Brazilian educational systems. This research uses a linear least squares regression in which the dependent variables were the Ideb scores of Brazilian states and the independent variables were the corresponding investments in the maintenance and development of education (MDE), in the period 2005-2015. The results allow a comparative picture to be drawn of the effectiveness of the use of state resources invested by the states. It is verified that the investments in basic education in the states only partially explain the improved learning rates measured by the Ideb. Three distinct situations were observed. In 23 states there was an increase in investment in education accompanied by improvement in the Ideb. In 18 states, the increase in investments accompanied the improvement in the Ideb over a certain period, although this effect was not sustained throughout the historical series. In only 05 states, the relationship between investment and improvement in the Ideb remained positive throughout the analyzed period.

O PAR e o financiamento das redes estaduais de ensino à luz da meta 7 do PNE

The article presents a comparative analysis between the financing of works in public schools, through the Plan of Articulated Actions (PAR), between 2011 and 2015, the complementary transfers from the Federal Government within the scope of the Fund for Maintenance and Development of Basic Education and Valorization of Education Professionals (Fundeb), and the evolution of the Basic Education Development Index (Ideb). It is a descriptive and exploratory research, through a bibliographical and documentary review. The approach is quantitative, using data from the Ministry of Education (MEC), the National Education Development Fund (FNDE) and the National Institute of Educational Studies and Research Anisio Teixeira (Inep). It is concluded that the voluntary transfers of the FNDE through the PAR, to carry out the works, are not necessarily carried out to the states with greater financial difficulties and educational deficiencies, impairing the achievement of goal 7 of the PNE.

As avaliações em larga escala como dispositivo do poder disciplinar e da biopolítica: uma análise intempestiva

Neste artigo, discutimos as avaliações em larga escala. A análise é fruto de pesquisa realizada por meio de entrevista semiestruturada com professores/as que atuam do 6º ao 9º ano do Ensino Fundamental em uma escola pública estadual com alto Índice de Desenvolvimento da Educação Básica (IDEB). Para a análise dos enunciados dos/as professores/as, aproximamo-nos dos estudos pós-estruturalistas. Problematizamos, em um primeiro momento, as avaliações em larga escala e a pretensão de se colocarem como uma das “verdades” da educação na atualidade e de medirem a “qualidade” da educação. Em um segundo momento, mostramos as avaliações em larga escala como um dispositivo do poder disciplinar e da biopolítica. Ao adotarem procedimentos do poder disciplinar e da biopolítica para o controle e normalização dos sujeitos escolares, essas avaliações forçam uma padronização curricular e deparam-se com movimentos de resistência de professores/as e alunos/as, que potencializam outros modos de pensar a avaliação, o currículo e os processos educacionais no contexto escolar.