A dissertation submitted to the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 2004. / This research examined the role of school management teams (SMTs) in facilitating quality education in schools. The study made use of questionnaires to establish the perceptions of SMTs towards quality education they facilitate in their schools. This study was undertaken to investigate the challenges that are encountered by school management teams in facilitating quality education in schools. With regard to management, the research investigates the roles of school management teams such as building trust to support quality education, developing an enabling school culture and climate, demonstrating appropriate leadership. From the review of literature on the role of school management teams, the study provides a comprehensive exposition of what school management entails, especially as far as curricular management, visioning and strategy formulation, is concerned. Against this background, the study investigates the role of SMTs in secondary schools in the Insuze - Noodsberg Ward in Ndwedwe Circuit. On the basis of empirical work, the study makes recommendations regarding the role of SMTs. The recommendations made are a contribution towards improving SMTs and leading them in a process which can truly enhance them to perform their roles of facilitating quality education in schools.

The diploma thesis focuses on the area of quality management of a selected educational organization. The goal of the diploma thesis is to identify key areas of management of an educational organization and - based on an analysis of the current situation - to suggest possible improvements to ensure a long-term successful and competitive organization. The diploma thesis describes the starting points of the topic such as education, educational organizations, broader concept of management and its functions, application aspects of management, principles of quality management principles with specifics in education, approaches to setting systemic measures to increase quality in educational organizations, etc. The diploma thesis contains a methodology for research, outputs, proposals and recommendations to increase the quality of selected areas. In these areas are examined the processes affecting the success of the organization and the effectiveness of activities. The research is focused on three specific areas with processes that are most important for the sustainability of the organization. These are communications within marketing activities related to acquiring new clients, communication with existing clients and enrolling clients in courses - divided into these two target groups again. There is used a...

The purpose of this study was to determine the extent to which the selected school districts in the Commonwealth of Virginia were following the Virginia school mandates and fulfilling the requirements identified by NASPE and AHA, as critical elements required in a quality physical education program and the NASPE national recommendations. The population for this study was 116 physical education teachers in the Virginia counties of Carroll, Floyd, Giles, Pulaski, Roanoke, Wythe, and the City of Radford. The evaluation criteria used for the study was influenced by the 2006 Shape of the Nation Report. The instrument used was a web-based survey that consisted of 21 questions in the areas of demographics, time requirements, class size, standards and curriculum, student assessment and program accountability, and school accountability. The following conclusions were drawn: (1) The school districts followed the Virginia school mandates and overall are implementing the national recommendations; (2) The school districts varied in following the Virginia school mandates and implementing the national recommendations; (3) Even though the schools varied at different grade levels in the same school district, the degree of disparity was slight; (4) The originally introduced Senate Bill 1130 needs to be signed into law as opposed to the less stringent Senate Bill 1130 that was passed; (5) The Virginia school mandates need to include time requirements for daily physical education for all students K-12; (6) The school districts need to focus on promoting quality physical education programs at all grades and in all areas that were evaluated in the study. The following recommendations were suggested: (1) Further studies on schools that offer quality physical education programs and the affects these "quality" physical education programs have on reducing the percentage of overweight or obese children; (2) Studies of other school districts in the Commonwealth of Virginia and how they compare in following state mandates, and implementing the national recommendations; (3) School districts performing their own audits of their present physical education programs to determine the quality of their programs. / Ph. D.

[pt] A qualidade da educação é tema atual e muito discutido no cenário das políticas públicas que visam garanti-la. No entanto a qualidade do ensino de ciências medida através de avaliações ainda é novidade entre os municípios brasileiros, por isso esse estudo trata da iniciativa tomada pela Secretaria Municipal de Educação do Rio de Janeiro (SME). Inicialmente, o estudo apresenta a história do ensino de ciências no Brasil a partir da década de 1940 e, em seguida, aborda os aspectos ligados à história do ensino de ciências na rede municipal do Rio de Janeiro, enfatizando os contextos políticos e pedagógicos. De forma complementar, discute-se a temática da qualidade da educação e sua busca pela Rede Municipal do Rio de Janeiro, relatando-se as ações políticas e seus referenciais teóricos. Examinam-se os materiais disponibilizados na rede em 2010 e 2011, e também o perfil das provas aplicadas, avaliando-se as modificações ocorridas nesse período, bem como as perspectivas da Rede para o ensino de ciências. Complementarmente, apresentam-se os resultados alcançados nas escolas, tanto no IDERio 2010 quanto nas Provas da Rede de ciências, percebendo os possíveis impactos dos recursos de infraestrutura da escola, das atividades complementares, da formação do corpo docente e do IDS no desempenho das escolas. Conclui-se que a qualidade do ensino de ciências, tendo como foco o desempenho nas avaliações, ainda deixa a desejar. Mas, é perceptível o esforço da SME em estruturar didaticamente o ensino de ciências, com vistas a alcançar a melhoria na qualidade do mesmo. / [en] The quality of education is a current topic and much discussed in the scenario of the public policies that aim to guarantee it. However, the quality of the science education being measured through assessments is still novelty among the Brazilian municipalities, so this study is about the initiative taken by the Municipal Education Secretariat of Rio de Janeiro (SME). At first, the study presents the history of the science education in Brazil from the1940s and then explores the aspects related to the history of the science education in the city of Rio de Janeiro, emphasizing the political contexts and teaching. In a supplementary way, it discusses the issue of the quality in education and the search of it by the Municipal Network of Rio de Janeiro, reporting the political actions and their theoretical frameworks. The materials available on the network in 2010 and 2011 are examined, and also the profile of the tests applied, evaluating the changes that occurred during this period, as well as the prospects of the Network for the science education. In addition, the results achieved in the schools are presented, both in the IDERio 2010 as in the science tests of the Network, perceiving the possible impacts of the infrastructure resources of the school, of the complementary activities, of the training of the teaching staff and of the IDS in the performance of schools. The conclusion is that the quality of the science education, focusing the performance on the evaluations, still leaves much to be desired. But it is noticeable the effort of SME in structuring didactically the science education, expecting the improvement in its quality.

[pt] A dissertação Escolha de escola pelas camadas populares e nova classe média é resultado da pesquisa desenvolvida junto a famílias cujos filhos estão matriculados no sexto ano do Ensino Fundamental em duas escolas, uma pública e uma privada, em um município vizinho do Rio de Janeiro. Essas escolas são consideradas de prestígio na cidade. Através de um questionário aplicado a 100 pais da escola pública e 60 pais da escola privada (o retorno foi de 83 questionários) e realizadas 20 entrevistas, 18 junto aos pais e 2 à equipe pedagógica da escola pública, foi possível perceber os motivos de escolha de escola, as concepções que as famílias possuem a respeito da qualidade de ensino e as expectativas que têm em relação ao futuro que advém do processo de escolarização de seus filhos. Um dado que emergiu como significativo foi a importância de valores morais e éticos transmitidos pela escola, dado esse encontrado nas falas de pais católicos e evangélicos, os quais por prezarem tais valores esperam que a escola os transmita aos seus filhos. / [en] The dissertation School choice by popular class and the new middle class is the result of a research carried out with families whose children are enrolled in the sixth year of elementary school within a public and private school and in a neighboring municipality of Rio de Janeiro. These schools are considered prestigious in the city. Through a questionnaire administered to 100 parents of public school students and 60 parents of private school students (83 returned questionnaires) and conducted 20 interviews, being 18 interviews together with the parents and 2 interviews with teaching staff of the public school, it was possible to see the reasons for school choice, the concepts that families have about the quality of teaching and the expectations they have for the future that comes from the schooling process of their children. Significant information that emerged was the importance of moral and ethical values transmitted by school as the one found in the statements of Catholic parents and evangelicals, who cherish such values and expected the school to transmit to their children.

Esta pesquisa se dedica ao tema da educação contemporânea no país e tem como mote a qualidade do ensino. Considerando a complexidade da temática, o presente estudo procurou cercar-se do arcabouço teórico relativo ao objeto da pesquisa para compreender quais seriam os possíveis determinantes do desempenho discente, especialmente, nos anos iniciais do ensino fundamental da rede pública do estado de São Paulo. Realizou-se o levantamento de referências, com base em estudos quantitativos acerca do tema; sistematização das informações encontradas; estruturação de um referencial teórico individual, relacionado às variáveis mais utilizadas e relevantes a partir da análise dos textos selecionados e, por meio da regressão logística binária, modelo estatístico empregado nesta pesquisa, estimou-se a influência destas variáveis na proficiência dos alunos das disciplinas de língua portuguesa e matemática, com dados da Prova Brasil (2015). Os resultados encontrados evidenciam a ampla gama de aspectos influenciadores do desempenho escolar, indo além da tríade aluno, professor e escola. O nível de formação dos pais se demonstrou o fator de maior influência na obtenção de melhores resultados. O trabalho durante a fase escolar também foi um forte fator redutor do desempenho desses alunos. O resultado constata a importância de ações capazes de manter as crianças dentro da escola, reduzindo o trabalho infantil e, por conseguinte, o abandono dos estudos atrelado ao trabalho em idade escolar. Outro elemento de destaque diz respeito à distorção idade-série que exerce efeito negativo nos resultados desempenhados pelos alunos. Os discentes pertencentes às classes econômicas mais elevadas apresentaram mais chances de obterem melhor desempenho escolar em comparação com os estudantes das classes D e E. A análise das variáveis neste estudo evidencia, portanto, a relação intrínseca da qualidade educacional com aspectos socioeconômicos dos alunos, bem como de suas famílias, destacando a necessidade de políticas públicas abrangentes e integradas. Entretanto, é salutar ponderar que muitas vezes esses fatores podem não ser totalmente controlados pelo Estado, tornando a elaboração e implementação de políticas públicas para melhoria da qualidade do ensino uma tarefa ainda mais desafiadora. / This research focuses on the theme of contemporary education in the country and has as its motto the quality of teaching. Considering the complexity of the subject, the present study sought to surround the theoretical framework related to the object of the research to understand what the possible determinants of student´s performance would be, especially during the initial years of primary education in the public network of Sao Paulo. A survey of references was constructed based on quantitative studies on the subject; systematization of the information found on it; and individual theoretical references, regarding to the most used and more relevant variables found in the selected texts and; through the binary logistic regression, statistical model used in this research, the influence of these variables on the students\' proficiency of Portuguese and Mathematics were estimated, with data from the Prova Brasil (2015). The results show the wide range of influencing aspects of school performance, going beyond the triad student, teacher and school. The parents\' level of education was shown to be the most influential factor in obtaining better results. Work during the school years was also a strong factor in reducing the performance of these students. The result shows the importance of actions to keep children in school, reducing child labor and, consequently, dropping out of school-age work. Another important element concerns to the age-grade distortion that has a negative effect on students\' performance. The students belonging to the higher economic classes were more likely to achieve better school performance compared to students in classes D and E. The analysis of the variables in this study therefore evidences the intrinsic relation of educational quality with students\' socioeconomic aspects as well as their families, highlighting the need for extensive and integrated public policies. However, it is salutary to ponder that often these factors may not be fully controlled by the public power, making the creation and implementation of public policies to improve the quality of teaching an even more challenging task.

Au Chili, l'éducation primaire et secondaire effectuée dans les écoles privées est de meilleure qualité que dans les écoles publiques. Au niveau tertiaire, les universités publiques sont de meilleure qualité que les universités privées. D'après une enquête réalisée par América Economic Intelligence en 2012 auprès de 795 entreprises, 8 universités parmi les 10 meilleures où les entreprises cherchent à recruter sont des universités administrées par le Consejo de los Rectores de las Universidades du Chili. Dans ce papier, nous mettons en perspective des indicateurs de qualité de l'éducation par cycle d'éducation et par type d'éducation (public ou privé). Plus précisément, nous cherchons à déterminer quelles politiques l'Etat pourrait instaurer afin d'assurer une meilleure qualité éducationnelle dans les écoles publiques au niveau primaire et secondaire ou de permettre un accès plus élevé à tous les ménages aux écoles privées primaires et secondaires. Au niveau tertiaire, l'objectif est d'assurer un accès plus important aux universités publiques pour tous les ménages. Nous analyserons ces politiques en termes de demande d'éducation des ménages pour chaque cycle et type d'éducation, en termes de formation du capital humain par l'éducation ainsi que de la demande de travail par secteurs qui en découle. Nous utiliserons un modèle d'équilibre général calculable avec une matrice de comptabilité sociale 2011 du Chili composée de 159 produits, de 15 branches de production et de 10 types de travail afin de déterminer les impacts de ces politiques sur la croissance, la productivité et l'amélioration de la qualité de l'éducation. Chaque chapitre augmente un niveau de complexité dans le modèle: - Chapitre 1: MEGC statique - Chapitre 2: MEGC dynamique - Chapitre 3: Offre de travail endogène / The Chilean education system is split between the public and private sectors, inducing persistent inequality. Students from public secondary schools benefit from fewer opportunities than those from private schools, particularly in regard to acceptance rates at traditional universities. Acceptance at traditional universities is conditional on passing a selection test. In this regard, private secondary school graduates outperform their public-school peers. However, businesses prefer to hire students from traditional universities rather than private universities. Due to the high costs of private education and to the quality gap between public and private education at primary and secondary levels, students from poor households find themselves at a disadvantage when applying to traditional universities. In this thesis, we study three kind of policies that facilitate access to private schools or aim to improve the quality of public education, allowing equal opportunities for all students to enter into traditional universities. The policies analyzed are: i) an increase in subsidies granted to private schools, ii) a decrease of the consumer price of public education services and iii) an increase in current expenditures in public education services.In the first chapter, we use a static computable general equilibrium model which takes into account the segmentation of the education market between public and private sectors. We present the behaviours in the education market in terms of the demand and production of education services by level of education (primary, secondary and tertiary). Labour supply is exogenous and is specified according to skills (diplomas) and type of education (public or private). The simulation results show that a policy of increased subsidies granted to private primary and secondary schools facilitates access to private primary and secondary schools. Conversely, an increase in current expenditures in public education services restricts access to private schools. A reduction in the consumer price of public education services renders the different sectors of education more competitive with one another. In addition, unemployment decreases significantly with a policy of higher current expenditures granted to public education services.The model presented in the second chapter is a dynamic extension of the model used in the first chapter, taking into account two new indicators. Household demand for public and private education services depends on relative prices and on an indicator for relative quality of education. The human capital formation indicator varies according to real investments made in each level and type of education. In this chapter, labour supply is exogenous. We focus on the impacts of each policy on sectoral productivity, growth and unemployment. Depending on the targets pursued by the government, policy can be chosen to induce high levels of growth at the expense of a rising unemployment (increased subsidies granted to private schools) or a policy which reduces unemployment and which generates lower, but still substantial, levels of growth (improvement of the quality of public education by increased public expenditures into public education services).

O desenvolvimento do conceito de número e de sistemas de medidas permitiu ao homem o controle sobre a produção de mercadorias e sobre o trabalho dos homens. Para a ciência, um sistema de medidas universal viabilizou o intercâmbio entre pesquisadores. Processos de padronização, normalização e certificação de qualidade foram desenvolvidos com o auxílio da ciência. Esta, ao ser incorporada pela indústria, torna-se também uma mercadoria. Para o capitalista, a qualidade constitui um diferencial diante da competitividade internacional intensificada com as inovações tecnológicas e a expansão do capitalismo. Esse cenário contribui para as críticas entre gestão pública e privada. A educação, nesse contexto, passa a ser considerada elemento importante para o desenvolvimento econômico e sua organização assemelha-se à da fábrica manufatureira. Os alunos são produzidos em lotes e descartados se não atendem às normas. Para esse controle de qualidade, a escola incorpora à sua prática os exames e a reprovação escolar. Esta, entretanto, é um mecanismo que descaracteriza o processo pedagógico, pois se pode educar sem reprovar. A expansão do acesso à escola associada à organização da educação básica em ciclos proporcionaram mais críticas à qualidade da escola pública. Nesse contexto, o Estado passa a utilizar as avaliações em larga escala para monitorar a escola por meio dos escores de desempenho dos alunos que são divulgados à sociedade. Essa opção consiste na aplicação de mecanismos de mercado e na responsabilização da administração escolar e professores pelos resultados da escola pública. A premissa é a de que a unidade escolar é responsável pelo desempenho dos alunos em testes e que as famílias, ao conhecerem esses escores, podem escolher a melhor escola e exigir melhores posições nos rankings divulgados. Trata-se da instauração da competição entre escolas. Considera-se que o Estado tem o dever de avaliar a qualidade da escola, mas também proporcionar as condições objetivas para que docentes realizem um trabalho de qualidade e para que alunos aprendam com dignidade. Nesse sentido, diferente de uma empresa capitalista que visa ao lucro, os fins da escola pública são a formação de personalidades histórico-humanas. A escola é um bem público e, sendo assim, não deve ser administrada como uma empresa capitalista, dessa forma, trata-se de um equívoco considerar como lucro o desempenho dos alunos. Em educação poucas coisas são mensuráveis e, portanto, são razoáveis as críticas à avaliação da qualidade da educação por meio de testes em alunos. Essa proposta de avaliação concebe qualidade como desempenho em testes, com isso incentiva fraudes e corrupções, assim como a exclusão de alunos que precisam de mais ajuda. Este trabalho, resultado de uma pesquisa empírica, procura explicar que a qualidade pode ser entendida como um valor relativo, identificado pelo sujeito em sua singularidade e individualidade, a partir de um sistema estruturado de referências pelo qual são estabelecidas relações de comparação entre objetos (produtos ou serviços) no tempo e no espaço. Esse conceito permite compreender porque para o senso comum a qualidade da educação reduziu como também empreender encaminhamentos mais democráticos para melhorar a qualidade da escola pública. / The development of the concepts of number and measurement systems allowed to men the control over the production of goods and over the work of men. For science, a system of universal measures facilitated exchanges between researchers. Processes of standardization, normalization and certification of quality have been developed based on science which, by being absorbed by the industry, becomes a commodity too. To capitalists, quality is a differential in the face of international competitiveness that is intensified by technological innovations and expansion of capitalism. This scenario contributes to the criticism among private and public management. Education, in this context, shall be considered an important element for economic development and its organization resembles that of the manufacturing factory. Students are \"produced\" in batches and discarded if they do not meet the standards. For this \"quality control\", the school incorporates exams and school failure to its practice. This, however, is a mechanism that mischaracterizes the pedagogical process, since it is possible to educate without fail. The expansion of access to school, associated to the organization of basic education in cycles, has raised further criticisms to the quality of public school. In this context, the State starts to use large-scale evaluations to monitor the school by means of the performance scores of students which are disclosed to society. This option consists in the application of market mechanisms and makes the school management and its team responsible for the school results. The premise is that the school unit is responsible for the students\' performance on tests and that the families, by knowing these scores, can choose the best school and require better positions of it in the rankings released. This is the introduction of competition between schools. It is considered that the State has the duty not only to evaluate the quality of the school, but also to provide the objective conditions for teachers to perform quality work and for students to learn with dignity. In this sense, other than a capitalist company that aims to profit, the purposes of the public school are the formation of human-historical personalities. The school is a public good and thus should not be administered as a capitalist enterprise. So, it is a mistake to consider as \"profit\" the performance of the students. In education, few things are measurable and, therefore, to criticize the evaluation of the education quality by means of tests on students are reasonable. This evaluation proposal designs quality as performance in tests, what encourages fraud and corruption, as well as the exclusion of students who need more help. This work, resulted from an empirical research, seeks to explain that the quality can be understood as a relative \"value\", identified by the individual in his/her uniqueness and individuality, from a structured system of references which establishes relations of comparison between objects (products or services) in time and space. This concept allows to understanding why, in common sense, the quality of education quality has decreased, as well as allows undertaking more democratic referrals in order to improve the quality of public school.

Esta pesquisa investiga se há correspondência entre a opinião do magistério, do sindicato e da Secretaria de Educação em relação ao seu plano de carreira e à qualidade da educação. O questionamento sobre o silêncio docente em torno de problemas educacionais e uma ampliação da noção de qualidade da educação para o documento que regula a profissão docente basearam o seguinte problema de pesquisa: qual é a correspondência entre a opinião docente e o discurso institucional sobre a relação entre estatuto do magistério e qualidade da educação? A principal hipótese examinada foi a de que não há correspondência entre a opinião do magistério e o discurso institucional sobre aspectos profissionais e a qualidade da educação quando docentes não dominam o discurso e as práticas políticas dos atores que influenciam ou definem as políticas educacionais formuladas para alcançar determinado patamar de qualidade da educação, como é o caso do estatuto do magistério. Para responder ao problema, foram realizados dois procedimentos de coleta de dados: entrevistas com professoras/es e análise documental de fóruns virtuais, dos jornais e boletins produzidos pelo Sindicato dos Funcionários Públicos de Diadema (Sindema) e das circulares produzidas pela Secretaria de Educação de Diadema. Os resultados da pesquisa mostram que a hipótese não se confirma em sua totalidade, pois há correspondência entre vozes docentes e discurso institucional quando associam qualidade da educação a alguns aspectos do Estatuto do Magistério, sobretudo a remuneração e a evolução funcional. No entanto, não há correspondência entre percepções gerais sobre qualidade da educação entre os atores. / This research investigates possible correspondences between the opinion of teachers, the teachers union, and the Department of Education concerning both teacher career pathway and quality of education. The questioning of teacher silence around educational issues and an extension of the concept of quality of education for the document that regulates the teaching profession are based the following research problem: what is the correspondence between teacher\'s beliefs and the institutional discourse on the relationship between teaching status and quality of education? The main hypothesis examined was that there is no correspondence between the views of the teaching staff and the institutional discourse of technical aspects and the quality of education when teachers do not dominate the discourse and practices of political actors that influence or define the educational policies formulated to achieve certain level of quality of education, such as the status of the teaching profession. To address the problem, we conducted data collection using two procedures: interviews with teachers and document analysis of virtual newspapers and newsletters produced by the Union of Public Servants of Diadema (Sindema) forums and circulars produced by the Department of Education. The survey results show that the hypothesis was not entirely confirmed, once there is correspondence between teachers\' voices and institutional discourse when they associate quality education to some aspects of the Statute of Teaching, especially the salary and the functional evolution. However, we did not find any correspondence between general perceptions concerning quality of education between the actors.

Esta pesquisa analisa como o Índice de Desenvolvimento da Educação (Ideb) vem sendo tratado em produções acadêmicas de pós-graduação. Para tanto, realizou-se um levantamento bibliográfico de teses e dissertações que abordam o Índice, defendidas entre os anos de 2007 e 2015 no Brasil. A base de dados composta por tal conjunto de produções acadêmicas foi caracterizada por meio da apreciação das abordagens e tendências interpretativas nelas presentes. Procurou-se destacar contribuições dos estudos que trazem elementos para a compreensão de como o Ideb vem operando na configuração e na implementação de políticas públicas educacionais. Trata-se de um estudo de abordagem qualitativa, de caráter exploratório e descritivo. Adotou-se procedimento de pesquisa documental, com tratamento dos dados por técnicas de análise de conteúdo. O referencial teórico foi constituído por contribuições de pesquisadores dos campos de políticas públicas educacionais, como Azevedo, Abrucio, Dourado e Oliveira, e de avaliação da educação, como Bonamino, Fernandes, Freitas, D. N., Freitas, L. C., Soares e Sousa. Como resultados, produziu sistematização da distribuição temporal e identificação do lócus de produção das teses e dissertações. A leitura integral das teses e dissertações resultou na interpretação de cinco formas de abordagem ao Ideb, presentes em tal produção acadêmica: referência ao Ideb como indutor de políticas e programas; investigação de fatores para obtenção de alto ou de baixo Ideb por escolas ou redes públicas de ensino; referência ao Ideb como indicador de resultado de programas/políticas/gestão; uso de dados do Ideb no delineamento da pesquisa e/ou na análise dos dados, cenário em que o Índice é usualmente tratado como uma das variáveis explicativas dos resultados do estudo; e menção ao Ideb como um dos critérios de seleção de estados, municípios e/ou escolas a serem pesquisados ou como elemento de caracterização do contexto de realização do estudo. Considera-se que tais abordagens contribuem para a compreensão do Ideb no seio da política educacional e como portador de noções de avaliação e de qualidade. / This research examines how postgraduate academic studies have treated the Basic Education Quality Indicator in Portuguese, Índice de Desenvolvimento da Educação Básica (Ideb). The analysis was based on a bibliographical research of theses and dissertations dealing with the Index between 2007 and 2015 in Brazil. The database composed of such a set of academic productions was characterized by the appreciation of the approaches and interpretative tendencies in them. The purpose was to highlight contributions of the studies that bring elements to the understanding of how Ideb has been operating in the configuration and the implementation of educational public policies. This is a qualitative, exploratory and descriptive study. Documentary research procedure was adopted, with data treatment based on content analysis techniques. The theoretical framework consisted of contributions from researchers in the fields of educational public policies, such as Azevedo, Abrucio, Dourado and Oliveira, and education evaluation, such as Bonamino, Fernandes, Freitas, D. N., Freitas, L. C., Soares and Sousa. As results, it produced systematization of the distribution in time and identification of the locus of production of those theses and dissertations. The integral reading of the academic researches resulted in the interpretation of five forms of approach to Ideb, present in such academic production: reference to Ideb as an inducer of policies and programs; investigation of factors to obtain high or low Ideb by schools or public education networks; reference to Ideb as a program/policy/management result indicator; use of Ideb data in the research design and/or data analysis, where the Index is usually treated as one of the dependent or independent variables of the study results; and mention to Ideb as one of the criteria for selecting states, municipalities and/or schools to be surveyed or as an element of characterization of the context of the study. It is considered, in this research, that such approaches contribute to the understanding of Ideb within educational policy and as an idea of evaluation and quality.