Esta pesquisa toma como objeto de estudo o desempenho escolar nos anos iniciais da Rede Municipal de Ensino de São Paulo. Com base em indicadores educacionais disponibilizados pelo Instituto Nacional de Pesquisas Educacionais Anísio Teixeira (INEP), reunimos uma ampla gama de informações sobre as 549 escolas municipais de São Paulo. Como revelaram inúmeras pesquisas, nacionais e internacionais, o desempenho escolar apresenta uma forte associação com o nível socioeconômico das famílias. Sem negligenciar esta dimensão do desempenho escolar, a hipótese trabalhada nesta pesquisa dizia respeito ao peso de outros fatores, descritos na literatura como efeito-escola e efeito-professor. Na primeira etapa do trabalho, procedemos à coleta das estatísticas e examinamos a distribuição dos novos indicadores educacionais (INEP, 2014) na Rede Municipal de Ensino de São Paulo. Em seguida, recorremos a uma Análise de Componentes Principais (ACP), visando produzir uma representação, à uma só vez, multidimensional e sintética do conjunto das escolas municipais de São Paulo. Como esperado, os resultados evidenciaram, no primeiro eixo, uma correlação entre desempenho escolar e nível socioeconômico das famílias. A segunda componente principal expressa uma correlação que traz à tona a importância dos novos indicadores educacionais para a compreensão dos resultados escolares. As demais componentes principais revelam a contribuição de fatores propriamente escolares para a explicação do êxito escolar / This research takes as its object of study school performance in the early years of the Municipal Education Network of São Paulo. Based on educational indicators provided by the National Institute of Education Research Anísio Teixeira (INEP), we gathered a wide range of information about 549 municipal schools from São Paulo. As evidenced by numerous, national and international researches, school performance has a strong association with the socioeconomic level of families. Without neglecting this dimension of school performance, the hypothesis worked on in this research related to the weight from other factors, described in the literature as \"school-effect\" and \"teacher-effect\". In the first step of the research, we proceeded to collect statistics and examined the distribution of the new educational indicators (INEP, 2014) on the Municipal Education Network of São Paulo. Then, we referred to a Principal Components Analysis (PCA), aiming to produce a multidimensional and synthetic representation from all municipal schools in São Paulo. As expected, the results showed, on the first axis, a correlation between school performance and socioeconomic level from families. The second major component expresses a correlation that brings to light the importance of the new educational indicators for the school outcomes understanding. The other main components reveal the contribution of school-based factors for the school success explanation

nÃo hà / A partir do RelatÃrio Coleman (1966), ficou estabelecido em seus resultados, amplamente publicados, que o principal determinante da desigualdade no desempenho dos alunos nÃo era a diferenÃa existente na estrutura das escolas, mas sim as diferenÃas socioeconÃmicas de suas famÃlias. Muito divulgada, a conclusÃo do primeiro relatÃrio de pesquisa do professor Coleman afirmava que a escola nÃo faz diferenÃa e isso se difundiu inclusive no Brasil. O objetivo do trabalho à evidenciar a relaÃÃo entre desempenho do aluno nos testes de PortuguÃs e MatemÃtica aplicados pelo Sistema Permanente de AvaliaÃÃo da EducaÃÃo BÃsica do Cearà - SPAECE, nos anos de 2012, 2013 e 2014 e as variÃveis contextuais: Tipo de Escola (acadÃmica ou profissionalizante), Desempenho da Escola (alto ou baixo), SituaÃÃo SocioeconÃmica do aluno, Contexto Familiar do aluno, PrÃticas PedagÃgicas do Professor, Clima Escolar na escola, Expectativa AcadÃmica/Profissional do Aluno e GestÃo DemocrÃtica. Essas variÃveis foram construÃdas com base nos microdados do SPAECE. Trabalhou-se com oito escolas do Ensino MÃdio, sendo quatro acadÃmicas e quatro de educaÃÃo profissionalizante. Em cada tipo de escola foram tomadas as duas com a maior proficiÃncia nos testes de MatemÃtica e PortuguÃs e duas com menor proficiÃncia nas aplicaÃÃes do SPAECE, nos anos de 2012, 2013 e 2014. Tomou-se, nessas escolas, uma amostra aleatÃria simples de 3.708 alunos distribuÃdos nos trÃs anos da aplicaÃÃo, com uma confianÃa de 95% e erro de 2%, e seus respectivos diretores e professores de MatemÃtica e PortuguÃs. A partir do banco de microdados do SPAECE nos trÃs anos, foram construÃdas as variÃveis acima junto com a ProficiÃncia do aluno em MatemÃtica e em PortuguÃs em um banco de dados do software SPSS - Statistical Package for the Social Sciences, versÃo para Windows 20.0. Trabalhando-se com esse banco de dados, foram realizadas trÃs regressÃes lineares mÃltiplas, tendo como variÃveis independentes a proficiÃncia em PortuguÃs, a proficiÃncia em MatemÃtica e a mÃdia da proficiÃncia em PortuguÃs e MatemÃtica e como variÃveis preditoras as oito variÃveis contextuais. Utilizou-se o mÃtodo Stepwise (entrada e saÃda) em cada regressÃo, obtiveram-se trÃs modelos finais com seis variÃveis preditoras em cada um. Observando-se os coeficientes padronizados de cada modelo obtido, verifica-se que as trÃs variÃveis preditoras com maiores pesos nas variÃveis independente, nos resultados das regressÃes foram: Tipo de Escola, Desempenho da Escola e Clima Escolar. A variÃvel preditora Contexto Familiar nÃo foi incluÃda em nenhum dos trÃs modelos. / From the Coleman Report (1966), which was established in its results, widely published, indicated that the main determinant of inequality in student performance was not the difference in the structure of the schools, but socioeconomic differences in their families. Highly publicized, successful completion of the Coleman Professor of the research report stated that the school does not matter and it spread including Brazil. The objective is to highlight the relationship between student performance in Portuguese and mathematics tests administered by SPAECE in the years 2012, 2013 and 2014 and the contextual variables: type of school (academic or professional), the School Performance (high or low), student Socioeconomic Status, Family Context student, Pedagogical Practices professor, School Climate School, Academic Expectations / Professional student and Democratic Management. These variables were constructed based on micro SPAECE data. He worked with eight high school schools, four academic and four vocational education. In each type of school they were taken both with the greatest proficiency in test Mathematics and Portuguese and two with less proficiency in SPAECE applications in the years 2012, 2013 and 2014. It took up these schools a simple random sample of 3,708 students distributed in the three years of the application, with a 95% confidence and error 0.05, and their respective directors and teachers of Mathematics and Portuguese. From the bank of micro SPAECE data in the three years, the variables were built up together with the proficiency of students in Mathematics and Portuguese in a SPSS database - Statistical Package for the Social Sciences, version for Windows 20.0. Working with this database were three multiple linear regressions with independent variables Proficiency in Portuguese, Proficiency in mathematics and the Middle Proficiency in Portuguese and mathematics and as predictor variables eight contextual variables. We used the stepwise method (input and output) in each regression was obtained a final model with six predictor variables. Observing the standardized coefficients of each model obtained it appears that the three predictor variables as larger weights in the independent variable were: Type of School, School Performance and School Climate. The predictor variable "Family Context was not included in any of the three models.

Submitted by SIMONE GOMES DE MELO null (simone_ped@yahoo.com.br) on 2017-04-07T18:26:46Z No. of bitstreams: 1 melo_sg_me_mar.pdf: 2999578 bytes, checksum: 01f893a691463a3cfe49fb84be540ef7 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-04-13T18:17:10Z (GMT) No. of bitstreams: 1 melo_sg_me_mar.pdf: 2999578 bytes, checksum: 01f893a691463a3cfe49fb84be540ef7 (MD5) / Made available in DSpace on 2017-04-13T18:17:10Z (GMT). No. of bitstreams: 1 melo_sg_me_mar.pdf: 2999578 bytes, checksum: 01f893a691463a3cfe49fb84be540ef7 (MD5) Previous issue date: 2017-03-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O clima escolar é uma forma de perceber o ambiente, sua atmosfera, valores, atitudes e sentimentos experienciados por seus membros, correspondendo, também, às relações sociais e à relação com a aprendizagem. Pesquisas, especialmente internacionais, apontam que um clima positivo, proporciona além de bem-estar, melhor desempenho acadêmico. Nesse contexto surge a motivação em realizar este estudo no Brasil, abordando o clima escolar em oito dimensões correspondentes à instituição educativa, por diferentes públicos e relacioná-lo com o desempenho no ENEM. Esta pesquisa tem por objetivo verificar a relação do clima escolar, a partir da percepção de alunos, professores e gestores de escolas públicas de Ensino Médio representativas de um estado brasileiro, com o desempenho dessas escolas e de seus respectivos alunos, com base em resultados decorrentes do ENEM 2015. Os instrumentos para avaliação do clima escolar são questionários específicos, construídos para a realidade escolar brasileira, destinados a alunos, professores e gestores, os quais foram validados, e mensuram as seguintes dimensões: relações com o ensino e a aprendizagem; relações sociais e conflitos; regras, sanções e segurança; situações de intimidação entre os alunos, relações entre a família, comunidade e a escola; infraestrutura e a rede física da escola; relações com o trabalho; e gestão e participação. A metodologia é de tipo descritivo e próxima do nível explicativo e quanto à natureza dos dados é quantitativa e correlacional. Os questionários do clima escolar foram aplicados em uma amostra de 46 escolas públicas de Ensino Médio, distribuídas de modo proporcional em um estado do Brasil, contando com a participação de 2731 alunos, 426 docentes e 173 gestores. Foram realizadas análises descritiva e correlacional com os dados do clima escolar e dados do ENEM, assim como, foi estimado o efeito escola para obter dados residuais de desempenho no ENEM ao controlar a variável Indicador Nível Socioeconômico (Inse). Foram também utilizados dados contextuais divulgados pelo INEP como variáveis nas análises. A correlação entre os dados do clima escolar e dados do desempenho no ENEM apresentou o valor r = 0,07, o que é considerado estatisticamente não significante. Já a regressão linear múltipla mostrou relações positivas e significantes tanto nas variáveis independentes Inse e Taxa de Participação quanto nas variáveis Inse e dimensão Intimidação as quais se mostraram com preditoras do desempenho no ENEM. Relações significantes foram encontradas no clima escolar geral e na dimensão Aprendizagem, nas perspectivas de professores e gestores, tendo como variável dependente a Taxa de Aprovação, e na dimensão Aprendizagem nas perspectivas de alunos e professores, com a Taxa de Permanência. Não tendo sido encontrada relação significante do clima com desempenho, e considerando a alta relação do Inse com desempenho, foi efetuada a análise do efeito escola, o que permitiu identificar escolas que alcançaram médias com valores residuais positivos (portanto, com desempenho acima do esperado) e negativos (com desempenho abaixo do esperado). Prosseguindo essa análise, para verificar a influência do clima escolar sobre o desempenho, controlando a variável Inse, foi efetuada a divisão das escolas em quartis com base na dispersão e tendências, conforme os dados residuais. Deste modo, as escolas foram classificadas em três grupos, sendo o Grupo 1 constituído de escolas com desempenho bem abaixo do esperado, o Grupo 2 formado por escolas com desempenho próximo ao esperado e o Grupo 3 com escolas que tiverem desempenho bem acima do esperado. Por meio de uma análise mais específica das escolas de Grupo 1 e 3, o clima escolar geral, e também por dimensões, na avaliação dos alunos apresentou diferenças significantes entre os Grupos 1 e 3, com avaliações de clima do Grupo 3 mais positivas que as do Grupo 1, exceto na dimensão Família. De modo geral, a mesma tendência apresentou-se nas avaliações de professores e gestores, porém não se mostraram estatisticamente significantes em boa parte dos casos. Concluímos que, controlando a variável Indicador Nível Socioeconômico, o clima escolar, sobretudo quando considerado na perspectiva dos alunos, mostrou-se um fator protetivo para que escolas tivessem um desempenho acima do esperado no ENEM. Assim um clima escolar mais positivo, mesmo não superando barreiras que transcendem os muros das escolas como os contrastes socioeconômicos, pode atenuar tais diferenças e propiciar um ambiente melhor para estudar, aprender e se desenvolver, o que, por conseguinte, reflete no desempenho dos alunos. / The school climate is a way of perceiving the environment, its atmosphere, values, attitudes and feelings experienced by its members, also corresponding to social relations and to the relationship with learning. Research, especially international, suggests that a positive climate, provides beyond well-being, better academic performance. In this context the motivation arises in carrying out this study in Brazil, approaching the school climate in eight dimensions corresponding to the educational institution, by different publics and to relate it with the performance in the ENEM. This research aims to verify the relationship of the school climate, based on the perception of students, teachers and managers of public high schools representative of a Brazilian state, with the performance of these schools and their respective students, based on results of ENEM 2015. The instruments for assessing the school climate are specific questionnaires, built for the Brazilian school reality, aimed at students, teachers and managers. These questionnaires were validated and measure the following dimensions: relationships with teaching and learning; social relations and conflicts; rules, sanctions and security; situations of intimidation among students; relationships between family, community and school; infrastructure and the physical network of the school; relationships with work; and management and participation. The methodology is descriptive and close to the explanatory level. The nature of the data is quantitative and correlational. The school climate questionnaires were applied to a sample of 46 public high schools, distributed proportionally in one state of Brazil, with the participation of 2731 students, 426 teachers and 173 managers. Descriptive and correlational analyzes were carried out with school climate data and ENEM 2015 data, as well as, we estimated the school effect by obtaining residual performance data in ENEM by controlling the variable Socioeconomic Level Indicator (Inse). Contextual data published by INEP were also used as variables in the analyzes. The correlation between the data of the school climate and data of the performance in the ENEM was r = 0.07, that is statistically not significant. The multiple linear regression showed positive and significant relationships in both the independent variables Inse and Participation Rate as Inse and Intimidation Dimension, which were shown to predict performance in the ENEM. Significant relationships were found in the overall school climate and in the dimension Learning, under the perspectives of teachers and managers, having as a dependent variable the Approval Rate, and in the dimension Learning under the perspectives of students and teachers, with the Permanence Rate. Since we couldn’t found a significant relation of the climate with performance, and considering the strong relation of the Inse with performance, the school effect was analyzed, coming to schools that achieved averages with residual positive values (therefore, with performance above performance) and negative (with below expected performance). Following this analysis, to verify the influence of the school climate on the performance, controlling the variable Inse, the schools were divided into quartiles based on dispersion and trends, according to the residual data. Thus, the schools were classified into three groups, the Group 1 consisting of schools that performed well below expectations, Group 2 was formed by schools with close to expected performance and Group 3 with schools performing well above expectations. Through a more specific analysis of the Group 1 and 3 schools, the overall school climate, and also by dimensions, evaluated by students shown significant differences between Groups 1 and 3, being the climate evaluations of Group 3 more positive than those of Group 1, except on dimension Family. In general, the same trend was observed in the evaluations of teachers and managers, but it were, in most cases, not statistically significant. We conclude that, controlling the variable Socioeconomic Level Indicator, the school climate, especially when considered from the perspective of students, was a protective factor for schools to perform better than expected in ENEM. Thus, a more positive school climate, even if it does not overcome barriers that transcend school walls such as socioeconomic contrasts, can attenuate such differences and provide a better environment for studying, learning and developing, which consequently reflects in the student performance.

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal. / En matière d'éducation, le Québec est entré dans une ère de décentralisation depuis le milieu des années 1980. Avec le transfert de compétences de l'État vers les CEGEP et leurs acteurs, les questions liées à l'autonomie des établissements se multiplient. De plus, de nouvelles portant sur la production ce que les sociologues de l'éducation appellent un effet-établissement c'est-à-dire, d'accords locaux sur ce qu'il est « bon et juste » de faire dans l'exercice de l'autonomie de l'établissement, voient le jour. L'étude doctorale présentée ici vise à apporter de nouvelles connaissances en sociologie des établissements scolaires sur (1) la décentralisation du palier collégial au Québec, (2) l'autonomie des CEGEP et (3) le processus de production d'un effet-établissement. Dans un premier temps, la thèse dresse le portrait historique de l'évolution des CEGEP, du rapport Parent à aujourd'hui. Cette étape permet d'identifier les dynamiques sociales qui sont à l'origine du mouvement de décentralisation actuellement en cours. Dans un second temps, les concepts de décentralisation (Lemieux, 1997), d'autonomie (Rocque et al., 1999) et d'effet-établissement (Picquenot, 1997) font l'objet d'une attention particulière. Utilisés dans diverses disciplines pour l'étude de différents objets, ces concepts sont repris et redéfinis dans un cadre propre à l'étude de l'autonomie des CEGEP. Deux hypothèses de recherche permettent d'orienter notre réflexion: l'une porte sur l'interprétation de la dynamique globale pour la qualifier non pas de décentralisation mais de centra­décentralisation (Lemieux, 1997); l'autre s'appuie sur la théorie des arrangements locaux de Derouet (1992) et considère qu'une disparus. La méthode employée pour recueillir nos données est de nature qualitative. Elle s'appuie sur des entrevues réalisées avec des experts du milieu collégial et des acteurs d'un CEGEP reconnu comme étant particulièrement autonome. Les résultats visent à (1) qualifier le mouvement de décentralisation à l' oeuvre dans les CEGEP ( dévolution ou délégation), (2) identifier les marges d'autonomie nouvellement acquises grâce à la législation, (3) mettre à jour le point de vue des répondants sur ce qu'ils pensent être l'autonomie d'un CEGEP, et (4) dégager les éléments qui influencent les points de vue des répondants. Le dernier chapitre présente le cas d'un établissement particulièrement autonome et permet de vérifier si les éléments mentionnés par les experts comme influençant la capacité d'autonomie d'un CEGEP sont pertinents et se retrouvent dans l'observation d'un cas concret. Il met également en lumière des éléments internes qui viennent compléter la première analyse. Les résultats mettent de l'avant qu'au Québec, dans la législation, l'État décentralise effectivement les moyens mais, en même temps, centralise les prises de décisions concernant les fins. Dans les établissements, un double mouvement de centralisation et de décentralisation oppose les administrateurs et les enseignants. Ce contexte provoque des confrontations, et parfois des conflits, peu propices à la prise locale de décisions nécessaire à l'exercice de l'autonomie d'un établissement. L'analyse des pratiques argumentatives permet de conclure que l'exercice de l'autonomie d'un CEGEP dépend de caractéristiques objectives (taille, situation, carte des programmes, etc.) mais également d'éléments subjectifs comme la capacité des acteurs à produire un effet établissement. / As regards education, since the mid 1980's, Quebec entered an era of decentralization. With the transfer of competences from the State towards the CEGEP system, questions relating to the autonomy of school-establishments have multiplied. Moreover, new interrogations relating to the production of what sociologists of education call a school-effect i.e., local agreements on what is « good and right» to do in the exercise of an establishment's autonomy are coming up. The doctoral study presented here aims at bringing new knowledge in sociology of the school establishments on (1) the decentralization of the collegial system in Quebec, (2) the autonomy of CEGEP and (3) the production process of a school-effect. Initially, the thesis draws a historical portrait of the evolution of the CEGEP system, from the Parent Report to today. This initial phase of the study makes it possible to identify the social dynamics which are at the origin of the now existing decentralization process. Secondly, the concepts of decentralization (Lemieux, 1997), autonomy (Rocque and al, 1999) and school-effect (Picquenot, 1997) are presented. Used in various disciplines, these concepts are reconsidered and redefined within a framework suitable for the study of CEGEPs' autonomy. Two assumptions guide our discussion: One relates to the interpretation of total dynamics in terms of center-decentralization (Lemieux, 1997) instead of decentralization; the other rests on Derouet' s (1992) theory of local arrangements and considers that the use of autonomy is possible if the actors conclude local agreements in order to replace national agreements which no longer exist. The data collection method is qualitative. Interviews were carried out with experts within the colleges as well as with actors from a CEGEP recognized as being particularly autonomous. The results aim to (1) qualify the movement of decentralization within the CEGEP ( devolution or delegation), (2) identify the margins of autonomy lately acquired through legislation, (3) document the points of view of actors on what is a CEGEP's autonomy, and (4) sort out the elements which influence these points of view. The final chapter presents the particular case of an autonomous establishment and validate the factors mentioned by the experts as influencing the autonomy of a CEGEP. It also clarifies internai elements which supplement the first analysis. The results show that, in the legislation, the State does in fact decentralize the means and, at the same time, centralizes the required decision-making processes. In school establishments, a movement of centralization and a movement of decentralization opposes administrators and teachers. This context causes confrontations, and sometimes conflicts, not favourable to local decision making necessary for the autonomy of an establishment. Analysis of the argumentative practices makes it possible to conclude that the exercise of autonomy of a CEGEP depends on objective factors (size, situation, chart of the programs, etc.) and also on subjective elements such as the capacity of the actors to produce a school-effect.

Cette thèse résulte du suivi, pendant deux ans, de jeunes de 16 à 25 ans, scolarisés lors du premier entretien dans des établissements « traditionnels » ou « alternatifs ».La première partie présente des parcours scolaires et s’attarde sur le lien entre parcours scolaire non conforme et délinquance. Au moyen d’un suivi longitudinal qualitatif des « décrocheurs » en temps réel, la recherche s’intéresse particulièrement aux « invisibles », ceux qui décrochent sans faire de bruit et n’inquiètent personne, parfois à juste titre car ils ont des projets hors l’école. Afin de dissocier décrochage et délinquance, des parcours de jeunes délinquants qui n’ont pas décroché de leur établissement scolaire, et inversement des parcours de décrocheurs non délinquants, sont analysés. Une seconde partie présente le contrôle social et la production des normes selon les établissements. L’étude vise à mettre en évidence ce qui, dans l’encadrement, les règlements intérieurs, les sanctions, l’organisation de la discipline et la surveillance distingue les écoles les unes des autres et conclut sur le fait que, si un établissement construit ses normes, ces dernières sont aussi la production des élèves qui le composent. Ces normes influencent les trajectoires des élèves. La recherche montre également que les ségrégations internes produites par les établissements ont plus d’effets sur les élèves que les ségrégations externes, subies par les établissements.La conclusion remet en perspective ces résultats à l’aune des évolutions politiques et démographiques actuelles : l’effet-établissement est appelé à être plus influent à l’avenir, avec la poursuite des politiques d’autonomisation des lycées. / For this research I interviewed students aged 16 to 25 years in traditional and alternative educational establishments over the course of two years. The first section describes further education and considers the link between leaving school and delinquency. Having followed the "dropouts" in real time, the research aims to understand them qualitatively and pays particular attention to “the invisibles" who drop out quietly without generating concern, sometimes rightly so because their interests lie outside of school. Since being a “bad student” is often linked to being a “delinquent”, I describe the schooling of “good students” who have committed offences and vice versa. The second part studies different schools and their respective social controls and 'behavourial norms'. The effect of being in one school or another is still minimal but will grow with new policies that are increasing the autonomy of schools. This study aims to highlight what distinguishes one school from another in terms of management, internal rules, sanctions and the organization of discipline and supervision. It concludes that where a school creates norms and standards, these are also the creations of the students themselves and they impact on students' careers. The other major institutional effect is related to the internal segregation it produces, beyond external segregation. Finally the conclusion looks at the results in the context of the evolving political and demographic landscape and suggests further areas of research.

OLIVEIRA, José Valmir Guimarães de. Análise do Sistema Permanente de Avaliação da Educação Básica do Ceará (SPAECE):um estudo comparativo entre o efeito escola e os resultados de proficiência em escolas da rede estadual nos anos de 2012 a 2014. 2016. 131f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-03-06T12:21:21Z No. of bitstreams: 1 2016_dis_jvgoliveira.pdf: 1518064 bytes, checksum: d8ceb216d0952c81556e6fdc2c7266e7 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-03-07T14:46:46Z (GMT) No. of bitstreams: 1 2016_dis_jvgoliveira.pdf: 1518064 bytes, checksum: d8ceb216d0952c81556e6fdc2c7266e7 (MD5) / Made available in DSpace on 2017-03-07T14:46:46Z (GMT). No. of bitstreams: 1 2016_dis_jvgoliveira.pdf: 1518064 bytes, checksum: d8ceb216d0952c81556e6fdc2c7266e7 (MD5) Previous issue date: 2016 / From the Coleman Report (1966), which was established in its results, widely published, indicated that the main determinant of inequality in student performance was not the difference in the structure of the schools, but socioeconomic differences in their families. Highly publicized, successful completion of the Coleman Professor of the research report stated that the school does not matter and it spread including Brazil. The objective is to highlight the relationship between student performance in Portuguese and mathematics tests administered by SPAECE in the years 2012, 2013 and 2014 and the contextual variables: type of school (academic or professional), the School Performance (high or low), student Socioeconomic Status, Family Context student, Pedagogical Practices professor, School Climate School, Academic Expectations / Professional student and Democratic Management. These variables were constructed based on micro SPAECE data. He worked with eight high school schools, four academic and four vocational education. In each type of school they were taken both with the greatest proficiency in test Mathematics and Portuguese and two with less proficiency in SPAECE applications in the years 2012, 2013 and 2014. It took up these schools a simple random sample of 3,708 students distributed in the three years of the application, with a 95% confidence and error 0.05, and their respective directors and teachers of Mathematics and Portuguese. From the bank of micro SPAECE data in the three years, the variables were built up together with the proficiency of students in Mathematics and Portuguese in a SPSS database - Statistical Package for the Social Sciences, version for Windows 20.0. Working with this database were three multiple linear regressions with independent variables Proficiency in Portuguese, Proficiency in mathematics and the Middle Proficiency in Portuguese and mathematics and as predictor variables eight contextual variables. We used the stepwise method (input and output) in each regression was obtained a final model with six predictor variables. Observing the standardized coefficients of each model obtained it appears that the three predictor variables as larger weights in the independent variable were: Type of School, School Performance and School Climate. The predictor variable "Family Context was not included in any of the three models. / A partir do Relatório Coleman (1966), ficou estabelecido em seus resultados, amplamente publicados, que o principal determinante da desigualdade no desempenho dos alunos não era a diferença existente na estrutura das escolas, mas sim as diferenças socioeconômicas de suas famílias. Muito divulgada, a conclusão do primeiro relatório de pesquisa do professor Coleman afirmava que a escola não faz diferença e isso se difundiu inclusive no Brasil. O objetivo do trabalho é evidenciar a relação entre desempenho do aluno nos testes de Português e Matemática aplicados pelo Sistema Permanente de Avaliação da Educação Básica do Ceará - SPAECE, nos anos de 2012, 2013 e 2014 e as variáveis contextuais: Tipo de Escola (acadêmica ou profissionalizante), Desempenho da Escola (alto ou baixo), Situação Socioeconômica do aluno, Contexto Familiar do aluno, Práticas Pedagógicas do Professor, Clima Escolar na escola, Expectativa Acadêmica/Profissional do Aluno e Gestão Democrática. Essas variáveis foram construídas com base nos microdados do SPAECE. Trabalhou-se com oito escolas do Ensino Médio, sendo quatro acadêmicas e quatro de educação profissionalizante. Em cada tipo de escola foram tomadas as duas com a maior proficiência nos testes de Matemática e Português e duas com menor proficiência nas aplicações do SPAECE, nos anos de 2012, 2013 e 2014. Tomou-se, nessas escolas, uma amostra aleatória simples de 3.708 alunos distribuídos nos três anos da aplicação, com uma confiança de 95% e erro de 2%, e seus respectivos diretores e professores de Matemática e Português. A partir do banco de microdados do SPAECE nos três anos, foram construídas as variáveis acima junto com a Proficiência do aluno em Matemática e em Português em um banco de dados do software SPSS - Statistical Package for the Social Sciences, versão para Windows 20.0. Trabalhando-se com esse banco de dados, foram realizadas três regressões lineares múltiplas, tendo como variáveis independentes a proficiência em Português, a proficiência em Matemática e a média da proficiência em Português e Matemática e como variáveis preditoras as oito variáveis contextuais. Utilizou-se o método Stepwise (entrada e saída) em cada regressão, obtiveram-se três modelos finais com seis variáveis preditoras em cada um. Observando-se os coeficientes padronizados de cada modelo obtido, verifica-se que as três variáveis preditoras com maiores pesos nas variáveis independente, nos resultados das regressões foram: Tipo de Escola, Desempenho da Escola e Clima Escolar. A variável preditora Contexto Familiar não foi incluída em nenhum dos três modelos.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-05T18:24:06Z No. of bitstreams: 1 jaquelinevieirarangel.pdf: 821386 bytes, checksum: 6af7d9b430d114a6c1eeb093646f7d7a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T04:11:20Z (GMT) No. of bitstreams: 1 jaquelinevieirarangel.pdf: 821386 bytes, checksum: 6af7d9b430d114a6c1eeb093646f7d7a (MD5) / Made available in DSpace on 2016-04-24T04:11:20Z (GMT). No. of bitstreams: 1 jaquelinevieirarangel.pdf: 821386 bytes, checksum: 6af7d9b430d114a6c1eeb093646f7d7a (MD5) Previous issue date: 2013-12-13 / Este trabalho tem como objetivo analisar as práticas gestoras e pedagógicas que os profissionais desenvolvem em uma instituição de ensino – doravante Escola Verde, do sistema estadual de ensino de Minas Gerais –, bem como verificar sua relação com os resultados positivos obtidos no PROEB, especialmente na série histórica dos anos 2009 e 2012. Essa relação é analisada a partir de um estudo de caso, com abordagem qualitativa e com o aporte teórico de Lück (2009), Polon (2011, 2012), Soares (2002, 2007), Brooke (2012), Silva Junior e Ferretti (2004), Silva (2010), Pérez Gómez (2009), Saul (2009), Scartezini e Viana (2012), Marafelli (2012), Gazólis (2012) e Alves e Parisotto (2012). Para analisarmos essa realidade, utilizamos entrevistas semiestruturadas com diretores, supervisores e professores da escola pesquisada. A escolha do tema se justifica pela atuação da pesquisadora como Analista Educacional, participando do encaminhamento de ações educacionais junto às escolas. Os principais resultados encontrados estão ligados a práticas eficazes detectadas na escola, a partir das quais é proposto um Plano de Ação Educacional (PAE), que tem como objetivo principal sugerir uma nova opção em formação continuada, com base em avaliação institucional inicial. O PAE envolve tanto a gestão do sistema, a SRE São João del Rei, quanto a gestão das escolas. As ações a serem desenvolvidas nessas duas instâncias serão embasadas em um processo de avaliação institucional e buscam promover o aprimoramento da gestão do sistema e da gestão escolar, através de mudanças organizacionais e do desenvolvimento de práticas eficazes. / The aim of this work is to analyze the management and the pedagogical practices which the professionals develop in an educational institution – hereinafter “Green School” (“Escola Verde”), from the education institute of the state of Minas Gerais, in Brazil –, as well as to verify its relation to the positive results obtained on PROEB (Evaluation of the public education of Minas Gerais), especially on the historical series of the years 2009 and 2012. This relation is considered from a study case, with a qualitative approach and the theoretical support by Lück (2009), Polon (2011, 2012), Soares (2002, 2007), Brooke (2012), Silva Junior and Ferretti (2004), Silva (2010), Pérez Gómez (2009), Saul (2009), Scartezini and Viana (2012), Marafelli (2012), Gazólis (2012) and Alves and Parisotto (2012). In order to analyze this reality, we used semi structured interviews with directors, supervisors and teachers from this school. The choice on the theme is justified by the role of the researcher as “Analista Educacional” (a post on the state translated by “Educational Analyst”), who participated of the routing of educational activities in the schools. The main results of this research are linked to the effective practices detected in the school, from which it is proposed an Educational Action Plan that has as its main aim to suggest a new option on continued formation, based on the initial institutional evaluation. The Educational Action Plan evolves both the management of the system, the SRE São João del Rei, and the schools’ management. The actions for being developed in these two instances are going to be based on an institutional evaluation process and intend to promote the improvement of the system management and the school management, through organizational changes and the development of effective practices.

En France, depuis les lois de décentralisation (1983) et d’orientation (1989), les établissements scolaires du secondaire se définissent comme des entités organisationnelles quasi autonomes et développent localement des comportements spécifiques. Le constat selon lequel les établissements ne se valent pas n’est plus à faire et les différences attestées ne cessent d’interroger la recherche. Malgré le foisonnement des études pour comprendre les établissements et leurs « productions », la dimension humaine et communicationnelle apparaît négligée alors que, de notre point de vue, dans cette organisation sociale qui n’est autre qu’un construit « humain pour l’humain », elle nous semble essentielle. Cette thèse de doctorat s’intéresse à la communication inter-humaine en terrain scolaire. Elle propose de se plonger au cœur des établissements pour comprendre, en situation, les phénomènes complexes de communication à travers les interactions de ses acteurs sociaux et la construction communicationnelle de ces organisations. Nous proposons d’étudier ces phénomènes à travers la présentation et l’étude de cinq collèges et lycées – aux caractéristiques et aux résultats variés – dans une approche constructiviste, complexe et systémique. Il s’agit de comprendre comment ce « pan » relationnel et humain influence ce que sont, ce que font et ce que « génèrent » ces organisations. Notre étude nous amène à montrer que les systèmes communicationnels présentent des ressemblances importantes, constat qui nous conduit à proposer un modèle des systèmes de communication et à comprendre ces systèmes et leurs effets selon leurs compositions et leurs comportements. Ce modèle théorique nous permet d’envisager des perspectives pragmatiques d’intervention pour tenter d’améliorer les systèmes de communication en établissement et ainsi leurs effets. / In France, since the decentralization and orientation acts of 1983 and 1989, secondary schools are defined as almost autonomous organizational entities and they develop specific behaviours on local scales. The fact that schools are not of equal merit is acknowledged and the obvious differences between them keep on making researchers wonder about them. In spite of the abundance of studies led to understand schools and their « productions », the communicational and human dimension seems to be neglected whereas, in our opinion, in this social organization that is nothing but a « human structure for human beings », it looks essential. This doctoral thesis is about inter-human communication on the school ground. It puts forward to delve into the core of schools to understand the complicated phenomena of communication in real-life situations through the interactions of its organized forces and the communicational construction of these organizations. We will examine these phenomena through the presentation and the study of five secondary and high schools with various idiosyncrasies and results in a constructivist, complex and systemic approach. It is about understanding how this human and relational side can influence what these organizations are, do and generate. Our study will lead us to show that all the communicational systems look alike in many ways, and that assessment will make us propose a pattern of the systems of communication and understand those systems and their effects according to what they consist of and how they perform. This theoretical model will allow us to contemplate some pragmatic angles of intervention to try to improve the systems of communication in schools as well as their effects.

[pt] Este trabalho tem como objetivo analisar as práticas de professoras consideradas referência no município de Duque de Caxias, RJ. Para isso, elegi quatro professoras, cada uma de um distrito do referido município, indicadas pela orientação pedagógica da escola. A metodologia utilizada teve três partes: (1) entrevista semiestruturada com as professoras; (2) conversas com quatro alunos de cada turma; e (3) observação das aulas por um período de 5 meses, totalizando oito ou nove observações em cada sala. Foi utilizado o software Atlas ti para analisar qualitativamente os dados obtidos, organizando-os em categorias e subcategorias. Com isso, foi possível perceber que duas professoras desenvolvem práticas sistemáticas de alfabetização realizando com constância atividades que levam os alunos à compreensão do sistema de escrita alfabética. Uma já tinha a maior parte dos seus alunos alfabetizados, pois havia lecionado para eles no ano interior à pesquisa e outra priorizava em suas práticas atividades de letramento, pensando que desse modo os alunos iriam alfabetizar-se. Os resultados apontaram ainda em três turmas a presença de uma prática pedagógica diversificada, planejada a partir das avaliações diárias das professoras, buscando dar conta da heterogeneidade de saberes. Com esses resultados, fica sinalizada a importância de políticas públicas de investimentos na formação docente, de modo que os professores compreendam a necessidade de levar os alunos a refletirem sobre o sistema alfabético de escrita e, ao mesmo tempo, levá-los ao letramento. É importante também que as professoras percebam que a heterogeneidade existente na sala, antes de ser um problema, pode ser considerada favorável à aprendizagem. A qualidade do ensino público que tanto almejamos carece destes investimentos. / [en] The purpose of this research is to analyze the practices of teachers considered to be reference in the city of Duque de Caxias, RJ. To that aim, I have observed and interviewed four teachers, one from each of the four districts in the city, who were pre-selected by the local coordinators. More specifically, the methodology I used was three-fold: (1) a semistructured interview with the teachers; (2) conversation sessions with 4 students from each reference teacher; and (3) 5-month long class observations, totalling 8 to 9 observations in each classroom. Data were analyzed with the computer software Atlas Ti, through which categories and subcategories were formed. Results indicate that two of the four teachers develop systematic literacy practices through frequent activities that help children understand the alphabetic system. Two teachers work with the written language in a more unsystematic way, giving priority to reading activities and text production. One of those frequently used the textbook, which did not offer subsidies for a reflection on the teaching of alphabetic writing. In three of the four groups, results showed the presence of a diverse pedagogy, planned mainly from teachers daily evaluations, in an attempt to account for the heterogeneity of knowledge. Based on those results, I conclude that public policy concerning investments on teacher s continuing education is important to ensure that teachers understand the need to make students reflect upon the alphabetic system and, at the same time, to make them more literate. In addition, they must understand the heterogeneity in the classroom not as a problem, but as favorable to learning. We conclude that the quality of public education that we expect to achieve demands such investments.

Cette recherche a eu lieu au Qatar, pays du Golfe persique, où une vaste réforme du système éducatif est entreprise. Notre premier objectif dans cette étude a été d'examiner l'évolution des programmes de formation continue des enseignants des écoles dites indépendantes tels qu'offerts par la seule université nationale, Qatar University, et précisément par le College of Education (CED). Notre intérêt pour les programmes du CED est qu'ils y ont introduit progressivement un processus de suivi sur le terrain des pratiques. Notre deuxième objectif a été d'étudier les changements qu'ont pu apporter le suivi appliqué à l'un des programmes de formation continue en 2009-10 au niveau des pratiques d'enseignement et de la motivation et participation des élèves en classe. La collecte d'information s'est basée sur des documents, des questionnaires d'évaluation d'ateliers et de sessions de suivi, des observations de classes et des entretiens. Les résultats ont montré que le processus de suivi organisé au sein du programme de formation continue a amélioré les performances des enseignants et la participation des élèves en classe, montrant aussi la nécessité d'avoir une gestion pédagogique au niveau du leadership et des enseignants d'une part, et la nécessité de renforcer la coopération entre écoles et universités d'autre part. Par contre, l'effet escompté sur l'orientation professionnelle des élèves n'a pu être confirmé. Les résultats ont permis de faire quelques recommandations pour d'autres recherches, entre autres une étude qui examinerait l'effet­ établissement pour le développement d'une culture d'organisation apprenante et une autre étude sur un partenariat écoles-universités. / This research was done in the State of Qatar, located in the Gulf Region where a substantial reform begun few years ago. The first objective of this study was to explore the evolution of teachers' professional development programs (PD) offered by the sole national university in the country, Qatar University, and mainly by the College of Education (CED), to the so called Independent Schools. Our interest was specifically related to the progressive introduction of a follow-up process in CED professional development programs. The second objective was to study changes that the follow-up process could have carried out regarding independent school teachers’ practices and students' motivation and participation in class. Data were collected through documents, interviews, questionnaires and class observations. The results show that the follow-up process as planned within the PD program improved teachers’ performances to a good extent as well as students participation in class; results also show the need to reinforce instructional leadership and teachers’ effect on learning on one side, and the need to strengthen the cooperation between the schools and the university on the other side. However, the effect on students' future orientations could not be confirmed. The findings of this study helped to draw conclusions and provide a base for recommendations for further research such as the impact of instructional leadership on the development of a learning organization culture, and partnership between schools and universities.