Políticas públicas estaduais e os indicadores de qualidade do ensino médio: correlações e consequências

Abstract

This study analyzes three Rio Grande do Sul Governments public policy, and how they related to the results of basic education quality indicators. Focuses on the high school and was developed in State public schools in Porto Alegre. The indicators chosen were: and disapproval rate of school drop-out, beyond the age-gap rate series. The methodology used was a Joint Study (CRESWEL). On stage were used quantitative analytical techniques descriptive statistics, correlation, multiple regression and variance. The statistical analyses were addressed by quantitative tests (TUKEY). Qualitative studies have been developed using document analysis (CELLARD) and content analysis (BARDIN) with in-depth interviews recorded and transcribed. Were surveyed three schools and interviewed six teachers. The criterion of choice of schools was based on diversity of results for the indicators that were relevant. Teachers had experience in public high school in the whole period researched. The theory that substantiate the analysis of public policies was the Political cycle (BALL) with emphasis in the context of the practice. The survey results showed that the school drop-out rates were affected in the periods surveyed. Triangulating the results of content Analysis it was possible to identify the policies to change the results of the indicators are not proposed or not come true. The Constitution of the Government plans assessed proposals of public policies based on the past experiences of Governments, choosing not to give continuity to policies that proceeded. In addition, are viewed with disfavour by the analysis developed with the teachers. Considering the context of the practice there was a split on the Board of teachers, in particular with regard to aspects involving the disrepute with policies, policies, forms of ressignification evaluation of content, the breaking with the policies; the resignation with policies; alternative methods of learning; greeting of the teachers to the students. Were identified from the talk of teachers that have been categorized on the basis of their narratives approaches.