Sistema Permanente de Avaliação da Educação Básica (SPAECE-ALFA): estudo sobre variáveis de suporte psicossocial e material na rede pública de Fortaleza-CE

Abstract

The present work aims to evaluate the relationship between some educational support variables (material and psychosocial) offered in the municipal education system of Fortaleza-CE and the students' performance, according to the SPAECE-Alfa indexes, from 2014 to 2017. The study was structured within the quadripolar strategy, which is organized into four poles: epistemological, theoretical, morphological and technical. Mario Bunge brings contributions to the epistemological pole, along with the systemic approach and the General Systems Theory. In the theoretical pole, dialogues are conducted between the contributions of Bunge (1980) and the concepts of educational evaluation, Evaluation Systems in Brazil, the prominent role of Ceará in this process and theoretical and documentary notes on the researched supports. In the morphological pole was presented the model in educational evaluation proposed by Daniel Stufflebeam, dialoguing with the epistemological pole and with the concepts pointed out in the theoretical pole. Still in the morphological pole, a review was carried out in journals about SPAECE-Alfa that brought the research of Lima, Pequeno and Melo (2008), Lima (2012), Costa (2016), Junior and Farias (2016) and Soares and Werle. (2016) who reaffirmed the relevance of the system studied. At the technical pole, the research that presents a quantitative and qualitative approach had the information on the theme organized and transformed into relevant data. Within the results, psychosocial supports were considered relevant, however, most subjects did not detail how they should be organized or who would be responsible for these supports to positively influence student performance. It was noticed that the material supports offered by the Fortaleza City Hall are not yet fully implemented, which results in an imbalance in the educational system of the municipality and the performance of students in SPAECE-Alfa.