Uma visão sobre a gestão escolar no desempenho educacional no Ceará: uma análise quantitativa da evolução do SAEB (2005-2023) e do ICG (2023)

Abstract

This dissertation investigates the relationship between school performance indicators and the characteristics associated with school management in the state of Ceará, based on data from the Basic Education Assessment System (SAEB) and the School Census from 2005 to 2023, as well as the School Management Complexity Indicator (ICG), used exclusively for the year 2023. The study seeks to understand how effective management practices, aligned with public policies focused on learning, influence the results of Portuguese Language and Mathematics tests, considering the proficiency averages of municipal networks in SAEB basic education. A quantitative approach is adopted, with analysis of secondary data extracted from the National Institute for Educational Studies and Research Anísio Teixeira (INEP), applying descriptive statistics, correlations, analysis of variance (ANOVA), and least significant difference (LSD). The analysis highlights the municipality of Fortaleza, enabling comparisons with other municipal networks in Ceará. The results indicate that although Ceará has shown significant progress—possibly driven by programs such as the Literacy at the Right Age Program (PAIC)—Fortaleza performed below the state average. Conversely, smaller unicipalities, including those in rural areas, achieved higher averages, demonstrating that a well-structured pedagogical management can offset limitations related to scale and resources. The analysis of variance (ANOVA) reinforced the lower internal inequality in Ceará compared with the national pattern, while Fortaleza showed better performance in low-complexity schools. These findings suggest that improvements in learning are associated with pedagogical leadership, systematic monitoring of results, and management capacity responsive to the school context, providing concrete insights for public school systems seeking to promote equity and quality in education.