Fatores gerenciais e pedagogicos associados à qualidade da alfabetização de estudantes do ensino fundamental: estudo de caso em um município cearense

Abstract

In the last three decades, the policy of educational assessment in Brazil has been intensely debated, especially due to the need to improve the quality of teaching and learning. This research aimed to analyze the managerial and pedagogical factors associated with the quality of literacy among 2nd-year elementary school students, as reflected in the results of external assessments, according to data from the Permanent System of Evaluation of Basic Education of Ceará (SPAECE-Alfa) in 2023. The scope included 98 public schools in the municipality of Caucaia-CE that have 2nd-year literacy classes, which managed to achieve indices that revealed a significant improvement in proficiency, justifying the relevance of this research. To achieve the general objective, the specific objectives were defined as follows: to describe the structure and purpose of external assessments as a tool for planning or replanning public policies applied in the municipality's school networks; to analyze the historical series of literacy results in Caucaia from 2012 to 2022 in order to compare with the year 2023; and to characterize the factors associated with effective schools that impacted the growth of indicators in the municipality of Caucaia. After analyzing these factors, relationships were established among them, reinforcing the assumption that the consolidation of educational objectives occurs when this partnership between institutions school and Department of Education is agreed upon. The theoretical framework included the research conducted by Sammons, Hillman, and Mortimore (Sammons, 1995, 2008); in addition to these authors, contributions from Lima (2012), Brooke (2008), Soares (2002, 2008), Bonamino (2005), Garcia (2015), Franco (2005), and Paes de Carvalho and Canedo (2008) were also consulted. The research method employed was exploratory, applied, descriptive in nature, conceived as a case study within a qualitative approach, using bibliographic and documentary research techniques. The definition of managerial and pedagogical factors was based on studies conducted around the concept of "Effective Schools." Thus, through the analysis of the results obtained, it was observed that the quality of public education undeniably relies on the collective work of effective management of public education policies.