Direcionadores de desempenho educacional em institutos federais de ensino

Abstract

The educational structure of educational organizations is composed of a set of attributes that contribute to the quality of the offered education, and that can show the merit of the formation of the students, and, therefore, are considered drivers of the educational performance. Educational evaluation is a way of detecting the effect of these characteristics on the results obtained. In this study, we adopt the CIPP model developed by Stufflebeam (2000) to evaluate attributes and educational performance under the dimensions Contexts, Inputs, Processes and Products raised in the research. The objective of the research is to investigate the differentiating impact of contexts, inputs and processes present in the individual educational structures of the Federal Institutes of Education, Science and Technology of Brazil in the educational performance of their students. The information required for the survey is included in the Educational Indicators database to measure the attributes of the educational structure and, as a measure of educational performance, the ENEM - both published by INEP for the period from 2013 to 2015. Empirical inferences are presented by means of: descriptive statistics, means tests, correlation analysis and multiple regression analysis using panel data. The univariate analysis detected in the Federal Institutes increasing behavior for the quantitative of teachers in the lower levels of effort (Inputs) and averages of the areas of Human Sciences and Writing (Products) over time. As for the analysis of the inputs, processes and products under the context, it is worth noting that IFs: (i) from the South and Central-West regions obtained superior use of the inputs, and the processes presented similarities between the regions, in the Southeast and South regions; (ii) rural areas have demonstrated superior use of inputs and processes, and performance in the urban area; (iii) do not differentiate the application of the inputs and processes by the student socioeconomic condition, however, performance was higher for those classified with a higher profile; and (iv) less complex management were more efficient and effective in the application of inputs and processes and with low performance significance. On the other hand, the multivariate analysis indicates that parts of the dimensions of the Stufflebeam evaluation model are possible performance drivers, however, with the low explanatory power, we opt to reject the hypothesis that the educational performance of the students of the Federal Institutes of Teaching, Science and Technology of Brazil is affected by the specificity of inputs, processes and contexts associated with each unit or dependency, raised in the study.