Otimização da eficiência educacional de unidades escolares: vivências de avaliação do ensino-aprendizagem com métodos multicritérios

Abstract

In Brazil, the Basic Education Development Index is considered a quality benchmark and therefore acts as a driver of public policies in the area of education. It remains to be seen whether municipalities that achieve good rates also have schools with the same level of efficiency and which inputs need to be reviewed so that non-efficient schools can also evolve in relation to results. The purpose of the thesis was to research the 3rd Regional Coordination for Education Development, since all the municipalities that comprise it show growth in the Basic Education Development Index throughout the editions. Thus, the objectives of the thesis were: to evaluate the efficiency of the teaching units of the 3rd Regional Coordination for Education Development in the Basic Education Development Index in the years 2005 to 2015; verify which inputs were shown to be more efficient in the years studied; and to analyze the didactic and methodological strategies used in the municipalities of the said coordination in the light of the subjectivity of the subjects. To this end, it was based on current legislation and authors such as Heidegger (2005, 2006), Horta Neto (2007, 2013), Charnes, Cooper and Rhodes (1978), Stufflebeam and Shinkfield (1987), Vianna (1989, 2000, 2005), among others. The research, of quantitative and qualitative nature, adopted the Data Envelopment Analysis method for quantitative analysis and the Heideggerian phenomenological philosophical current as theoretical support for the analysis and discussion of the interviews. It was evident that: i) the growth in the Basic Education Development Index in the course of editions in these municipalities comes from didactic and methodological strategies adopted by educators, however, in addition to professional effort and dedication, there are a number of factors that must be taken into account so that the units become efficient in relation to the results; ii) structural factors such as the number of classrooms in an institution and the number of students that the schools are able to serve, must be considered by the managers, as it was found a possible overcrowding in the evaluated institutions, which significantly influences in the teaching-learning process in these schools; iii) the Data Envelopment Analysis methodology, by promoting an analysis of multicriteria methods for decision making, makes it possible to manage school institutions in a more meaningful way.