Enseñando e investigando indicadores de calidad: una asociación con estudiantes de la escuela secundaria

Ferreira, Sandra Lúcia; Berkenbrock-Rosito, Margaréte May; Almeida, Julio Gomes

doi:10.1590/S0104-40362018002601570

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Articles • Ensaio: aval. pol. públ. educ. 26 (101) • Oct-Dec 2018 • https://doi.org/10.1590/S0104-40362018002601570 copiar

Enseñando e investigando indicadores de calidad: una asociación con estudiantes de la escuela secundaria

Autoría SCIMAGO INSTITUTIONS RANKINGS

Resumen

Las discusiones sobre la calidad de la educación pública han generado inquietudes que se traducen en políticas públicas como el SAEB - Sistema de Avaliação da Educação Básica (Sistema de Evaluación de Educación Primaria e Intermedia), que pretende trabajar con estándares de calidad definidos por los propios educadores. Algunos estudiosos acusan a este sistema de tener simplemente propósitos reguladores. Este estudio amplía la discusión al investigar las opiniones de los estudiantes sobre la educación de calidad. Nuestros objetivos son: identificar qué entienden los alumnos de octavo grado por una educación de calidad; investigar qué conceptos de educación de calidad prevalecen más en los discursos escolares; para discutir cómo los estudiantes perciben la noción de educación de calidad. Nuestra metodología articula el estudio documental y el trabajo de campo (cuestionarios y grupos focales). Los datos obtenidos se analizaron utilizando dos softwares de análisis de contenido: Analyse Lexicale par Contexte d’un Ensemble de Segment de Texte (ALCEST) y Statistical Package for the Social Sciences (SPSS). El estudio involucró a 227 estudiantes de cuatro escuelas públicas diferentes (dos escuelas de la ciudad y dos escuelas estatales) y miembros del Programa de Maestría en Educación de una universidad privada ubicada en el área este de la ciudad de São Paulo. Los resultados resaltan la importancia de participar en la dinámica escolar y de una buena relación entre los estudiantes y otros miembros de la escuela, así como la necesidad de restaurar el respeto y la confianza entre estudiantes y educadores, para tener actividades en los terrenos de la escuela en las que la gente pueda sentirse valorado y para educar a los profesores / investigadores para promover la escucha de sus alumnos.

Estudiante; Autoevaluación; Escuela primaria y secundaria; Indicador

Category	Investigative question	Variables	Questionnaire
Profile	What is the demographic profile of research subjects?	Age	Age: ____ years
		Gender	( ) Female ( ) Male
		School	School name
		Race	You consider yourself: White; Black; Mixed race; Asian – Eastern heritage; Native – indigenous heritage.
		School type (public/private)	What type(s) of school have you studied at? I’ve always studied at public schools; Mostly at public schools; Mostly at private schools.
		City	Where did you study? I’ve always studied in São Paulo; I’ve mostly studied in São Paulo; I’ve mostly studied in cities other than São Paulo.
		Connection to current school	Have you always studied at your current school? ( ) Yes ( ) No If you used to go to another school, do you know why you changed schools?
Preschool	Can Preschool have different quality indicators from Elementary and Middle School?	Preschool experience	Did you attend Preschool? ( ) Yes ( ) No
Preschool		Memory •School grounds •Teachers •Peers •Management staff (principal/coordinators) •Staff •Meals •Activities	If you attended Preschool, what do you remember about: School grounds; Teachers; Peers; Management (principal and coordinators); Staff; Meals; Activities.
Educational quality: concept	How do research subjects understand and experience the concept of educational quality?	Educational quality concept	These days, there is much talk about the school education offered to children, teenagers and adults. People often say that school education must be of good quality. What is educational quality to you? Considering what you wrote on educational quality, does your school qualify? Justify your answer.
		Regarding the quality of your school, rate the following aspects from 1 to 5 (Lickert scale).
		Indicators	Terrible	Bad	Regular	Good	Excellent
		Classrooms	(1)	(2)	(3)	(4)	(5)
		School yard	(1)	(2)	(3)	(4)	(5)
		Bathrooms	(1)	(2)	(3)	(4)	(5)
		What is learned	(1)	(2)	(3)	(4)	(5)
		Teacher performance	(1)	(2)	(3)	(4)	(5)
		Relationships between teachers and students	(1)	(2)	(3)	(4)	(5)
		Relationship between the principal and the students	(1)	(2)	(3)	(4)	(5)
		Relationship between coordinators and students	(1)	(2)	(3)	(4)	(5)
		Meal quality	(1)	(2)	(3)	(4)	(5)
		Staff dedication	(1)	(2)	(3)	(4)	(5)
		Relationships between fellow students	(1)	(2)	(3)	(4)	(5)
		School relationship with the parents	(1)	(2)	(3)	(4)	(5)
		Participation in your school’s students’ union	(1)	(2)	(3)	(4)	(5)
		Participation in the school council	(1)	(2)	(3)	(4)	(5)
Comments		Other comments

Category	Investigative question	Focus group discussion script
Educational quality: concept What changes would they like to see? What difficulties do they face?	How do the subjects understand and experience the concept of Educational quality? Listening to the students as a political action.	In your opinion, does your school have the means to listen to what students have to say?
	How do they interpret manifestations organized by their fellow students?	What are your thoughts on the following image:
	What do they think about students’ role in school decision-making spheres and mechanisms?	Do you believe that it is important for students to contribute to discussions and decision-making in their schools?
	What are their thoughts on school-family ties?	Do you believe that family participation is important for schools?
	What are school dynamics like?	What are organization and maintenance like at your school?
	Material conditions: what should be changed or kept as is?	In your opinion, are the material resources available sufficient?
	Regarding the students’ relationship with the classroom: what are their thoughts on that place?	What does the following image tell you?
		Do you believe that there are attitudes that can make it easier to learn?
	Regarding relationships between the various school subjects: what are their thoughts?	How do you see the relationship between people at your school?
	Regarding school projects: what are their thoughts?	What are your thoughts on the school’s projects?

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[1] Informações dos autores

Sandra Lucia Ferreira: Mestre e Doutora em Educação: Psicologia da Educação pela Pontifícia Universidade Católica de São Paulo (PUC-SP). Professora na Pós-Graduação da Universidade Cidade de São Paulo (Unicid). Professora no Instituto de Artes/Unesp em cursos de lato sensu. Pesquisadora associada do Centro Internacional de Estudos em Representações Sociais e Subjetividade (Ciers-Ed). Pesquisadora no Núcleo de Pesquisa Internacional em Representações Sociais (Nears-PUC/SP). Contato: 07sandraferreira@gmail.com

Margaréte May Berkenbrock Rosito: Professora do Programa de Pós-Graduação Mestrado em Educação e Formação de Gestores Educacionais pela Universidade Cidade de São Paulo (Unicid). Pesquisadora associada do Centro Internacional de Estudos em Representações Sociais e Subjetividade (Ciers-Ed). Doutorado em Educação pela Unicamp. Pós-Doutorado em História da Educação pela Universidade de Lisboa. Mestrado em Educação (Currículo), Pontifícia Universidade Católica de São Paulo (PUC-SP). Graduação em Pedagogia pela Universidade Federal de Santa Catarina (UFSC). Contato: margaretemay@uol.com.br

Julio Gomes Almeida: Mestre e Doutor pela Faculdade de Educação da Universidade de São Paulo (USP), licenciado em Língua e Literaturas Portuguesas pela Pontifícia Universidade Católica de São Paulo (PUC-SP), supervisor escolar aposentado da rede pública municipal de São Paulo e Professor do Programa de Mestrado em Educação da Universidade Cidade de São Paulo (Unicid). Contato: gomes_almeida@uol.com.br