A LOOK TO THE INFRASTRUCTURE DIMENSION AS ONE OF THE OBJECTIVE CONDITIONS ENABLERS OF QUALITY IN PUBLIC SCHOOLS

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MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniversidade Estadual Paulista (Unesp)-
Autor(es): dc.contributorUniversidade Estadual de Campinas (UNICAMP)-
Autor(es): dc.creatorPadua Sabia, Claudia Pereira de [UNESP]-
Autor(es): dc.creatorLemes de Sordi, Mara Regina-
Data de aceite: dc.date.accessioned2022-02-22T00:55:50Z-
Data de disponibilização: dc.date.available2022-02-22T00:55:50Z-
Data de envio: dc.date.issued2021-06-25-
Data de envio: dc.date.issued2021-06-25-
Data de envio: dc.date.issued2020-12-31-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.21723/riaee.v16i1.13473-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/11449/209261-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/209261-
Descrição: dc.descriptionExternal evaluations and their indicators have unilaterally made the school and its professionals responsible for the results achieved by students, disregarding the weight of objective conditions for the development of school work, which affects the self-esteem of teachers and administrators. The aim of this study is to identify and analyze the objective conditions of public elementary schools from a teaching board with emphasis on the infrastructure dimension. To this end, the methodology used involves a quantiqualitative approach and combines bibliographic research, document analysis and application of questionnaires. The data collection consisted of a google docs questionnaire sent to teachers in the final years of elementary school from a teaching directorate in the west of Sao Paulo. As a result, we identified that of the 47 schools surveyed, 22 (46.80%) have elementary infrastructure, 24 (51.06%) can be classified as basic infrastructure, none adequate, none advanced that would be the highest level of the infrastructure scale proposed by Soares Neto, Jesus, Karino and Andrade; (2013). The indicators of the infrastructure dimension show that the objective conditions are predominantly precarious, which compromises the development of teaching work. However, the objective conditions are underestimated in the evaluation processes that blame only one of the poles, that is, the school and its professionals for the results of external evaluations and does not hold the State responsible for not offering them. We consider the need to discuss the evaluation results in the perspective of shared, that is, participatory, accountability, in which the public power recognizes itself in the quality improvement process, assuming its part.-
Descrição: dc.descriptionUniv Estadual Campinas UNICAMP, Fac Filosofia & Ciencias UNESP, Campinas, SP, Brazil-
Descrição: dc.descriptionUniv Estadual Campinas UNICAMP, Dept Estudos & Prat Culturais DEPRAC, Fac Educ, Campinas, SP, Brazil-
Descrição: dc.descriptionUniv Estadual Campinas UNICAMP, Fac Filosofia & Ciencias UNESP, Campinas, SP, Brazil-
Formato: dc.format127-152-
Idioma: dc.languagept_BR-
Publicador: dc.publisherUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis-
Relação: dc.relationRevista Ibero-americana De Estudos Em Educacao-
???dc.source???: dc.sourceWeb of Science-
Palavras-chave: dc.subjectSchool quality-
Palavras-chave: dc.subjectObjective conditions-
Palavras-chave: dc.subjectSchool infrastructure-
Palavras-chave: dc.subjectParticipatory educational accountability-
Palavras-chave: dc.subjectExternal evaluation-
Palavras-chave: dc.subjectParticipatory Institutional Assessment (AIP)-
Título: dc.titleA LOOK TO THE INFRASTRUCTURE DIMENSION AS ONE OF THE OBJECTIVE CONDITIONS ENABLERS OF QUALITY IN PUBLIC SCHOOLS-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

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