Relationships between teaching quality indicators and student performance in Brazilian undergraduate courses of Pedagogy in the National Student Performance Exam (Enade)

The article aims to investigate the relationships between the indicators present in the preliminary course program score (CPC) of the Pedagogy undergraduate courses in Brazil, based on the results of the National Student Performance Exam (Enade) of 2008 for this area. Seven indicators were analyzed: percentage of scholars with doctorate degree, percentage of scholars with master's degree, percentage of professors working full or part-time, infrastructure, didactic and pedagogical organization, the Indicator of Difference between Expected and Observed Performance (IDD) and Enade's grade. The results, presented according combinations of academic organization and administrative category of Brazilian higher education institutions, showed significant connections between the percentage of scholars with doctorate degree and master's degree with the Enade and the IDD, being stronger in the state universities and private colleges. The infrastructure indicator was not relevant for most combinations between academic organization and administrative category, except for state universities. Indicators related to didactic and pedagogical organization and to professors' working hours showed weak or complete lack of correlation. It was concluded that the relationship between quality indicators and performance depended on the combination of academic organization and administrative category. This suggests that improvements in the preliminary course program score should consider such differences amongst higher education institutions. Similar studies to this one, approaching other areas of knowledge, would provide more support in order to improve the National Higher Education Assessment System (Sinaes) and ensure the principles therein established.

educational policies; performance tests; Enade; Pedagogy