scholarly journals Índice de Qualidade da Educação Fundamental (IQE): proposta para discussão

2019 ◽  
Vol 85 (209-10-11) ◽  
Author(s):  
Carlos Araújo ◽  
Frederico Conde ◽  
Nildo Luzio
Keyword(s):  
School Performance ◽  
Basic Education ◽  
School Attendance ◽  
School Curriculum ◽  
Quality Education ◽  
Educational Policies ◽  
Good Education ◽  
Cognitive Domains ◽  
National System ◽  
Education Indicators

Expõe o Índice de Qualidade da Educação (IQE), o qual foi elaborado tomando-se em consideração três indicadores da educação fundamental no País: a taxa de adequação idade-série; a taxa de atendimento, também chamada de freqüência escolar, e a média dos Estados brasileiros no Sistema Nacional de Avaliação da Educação Básica (Saeb). Portanto, o índice busca refletir três componentes: atendimento escolar, adequação dos estudantes à série matriculada e o rendimento escolar medido pela proficiência alcançada na avaliação nacional; busca representar fundamentalmente os resultados da educação mais do que os insumos aportados por meio das políticas educacionais. Os autores acreditam que um bom sistema de ensino deve ser avaliado prioritariamente por meio da sua capacidade de atendimento à população em idade escolar, por sua eficiência no fluxo escolar e por sua capacidade de agregar domínios cognitivos aos estudantes. Palavras-chave: avaliação da educação; taxa de atendimento; adequação idade-série; fluxo escolar; Sistema Nacional de Avaliação da Educação Básica; Censo Escolar; Indicadores Educacionais Abstract The article displays the Quality Education Index (IQE), which was elaborated concerning three basic education indicators in the country: age-grade adequacy; school attendance, and the average scoring of the Brazilian states in the National System for Evaluation of Basic Education (Saeb). Therefore, the index reflects upon three components: school attendance, age-grade adequacy and the school performance measured by the proficiency obtained from the national evaluation; it basically represents the education results more than the inputs obtained from educational policies. The authors believe that a good education system must be fundamentally evaluated by means of its capacity in providing school access to the population, by its school curriculum efficiency and by its capacity to add cognitive domains to students. Keywords: evaluation; indicators; proficiency; attendance index; age-grade adequacy; school curriculum; National System for Evaluation; School Census; results indicators.

Does basic education students know the importance of agroecology production systems for the conservation of biodiversity?

2020 ◽  
Vol 9 (4) ◽  
pp. e04942784
Author(s):  
Andrea Aline Mombach ◽  
Carla Grasiele Zanin Hegel ◽  
Rogério Luis Cansian ◽  
Sônia Beatris Balvedi Zakrzevski
Keyword(s):  
Student Perceptions ◽  
Rural Areas ◽  
Water Conservation ◽  
Social Transformation ◽  
Basic Education ◽  
Production Systems ◽  
Agricultural Systems ◽  
Education Students ◽  
Chi Square ◽  
Conservation Of Biodiversity

The perception of a basic education of the importance of agroecological agricultural systems for human and environmental health is fundamental for changes in consumption habits, the conservation of local biodiversity and long-term social transformation. We analyzed, by utilizing a questionnaire consisting of open and closed questions, the perceptions about agroecological and conventional agricultural production systems in 360 final students of basic education residing in nine Functional Planning Regions of southern Brazil. We used classification categories for answers within thematic axes, expressed in percentages and analyzed by means of Chi-square and Kruskal-Wallis tests. In general, students recognize agroecological systems as healthier for their families and for soil and water conservation, largely because they do not use agrochemicals. However, they demonstrated difficulties when arguing their importance for the conservation of biodiversity, ecosystems and for ensuring the food security of populations. Television was the main source of information related to agroecology, mainly for students residing in rural areas, thus pointing out shortcomings in basic education regarding the approach of the theme in schools. Our results show the need to build a complex network of knowledge and discussions on agroecological agricultural systems in basic education, involving changes in student perceptions, behaviors and sustainable choices.

Sign in / Sign up

Export Citation Format

Share Document