2014
DOI: 10.1590/s0102-30982014000200007
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Fatores associados ao desempenho escolar: uma análise da proficiência em matemática dos alunos do 5º ano do ensino fundamental da rede municipal do Rio de Janeiro

Abstract: O presente estudo está inserido na linha dos trabalhos que buscam compreender os diferentes fatores que influenciam o funcionamento das escolas da rede pública de ensino brasileira, bem como a sua qualidade, a partir da identificação de variáveis que impactam os resultados escolares, em particular o desempenho dos alunos medido pelos sistemas de avaliação utilizados pelo Inep/MEC. Os fatores que influenciam a proficiência são múltiplos e complexos, contemplando dinâmicas que atuam em diferentes níveis, desde o… Show more

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Cited by 31 publications
(23 citation statements)
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“…The variables for the first level (students) are: sociodemographic characteristics, cultural and social capital, motivation and self-esteem, studying habits and school records (Albernaz et al, 2002; Jesus and Laros, 2004; Menezes-Filho, 2007; Brasil, Ministério da Educação, 2008; Riani and Rios-Neto, 2008; Castro, 2009; Couri, 2010). For the second level (classes), the following teacher variables were selected: sociodemographic characteristics, level of education and expectations, professional experience, pedagogical practices, and working conditions (Mello, 1994; Ferrão and Fernandes, 2001; Albernaz et al, 2002; Soares and Alves, 2003; Menezes-Filho, 2007; Riani and Rios-Neto, 2008; Castro, 2009; Felicio, 2010; Palermo, 2011). Finally, the third level (school characteristics) was comprised of the sociodemographic characteristics of the principals, level of education and expectations, professional experience, leadership, working conditions of staff, collaborative work, academic and disciplinary practices, pedagogical resources and school facilities and equipment (Jesus and Laros, 2004; Soares, 2004, 2007; Andrade and Laros, 2007; Biondi and Freitas, 2007; Menezes-Filho, 2007; Riani and Rios-Neto, 2008; Castro, 2009; Castelar et al, 2012; Passador et al, 2012; Lamas et al, 2013).…”
Section: Methodsmentioning
confidence: 99%
“…The variables for the first level (students) are: sociodemographic characteristics, cultural and social capital, motivation and self-esteem, studying habits and school records (Albernaz et al, 2002; Jesus and Laros, 2004; Menezes-Filho, 2007; Brasil, Ministério da Educação, 2008; Riani and Rios-Neto, 2008; Castro, 2009; Couri, 2010). For the second level (classes), the following teacher variables were selected: sociodemographic characteristics, level of education and expectations, professional experience, pedagogical practices, and working conditions (Mello, 1994; Ferrão and Fernandes, 2001; Albernaz et al, 2002; Soares and Alves, 2003; Menezes-Filho, 2007; Riani and Rios-Neto, 2008; Castro, 2009; Felicio, 2010; Palermo, 2011). Finally, the third level (school characteristics) was comprised of the sociodemographic characteristics of the principals, level of education and expectations, professional experience, leadership, working conditions of staff, collaborative work, academic and disciplinary practices, pedagogical resources and school facilities and equipment (Jesus and Laros, 2004; Soares, 2004, 2007; Andrade and Laros, 2007; Biondi and Freitas, 2007; Menezes-Filho, 2007; Riani and Rios-Neto, 2008; Castro, 2009; Castelar et al, 2012; Passador et al, 2012; Lamas et al, 2013).…”
Section: Methodsmentioning
confidence: 99%
“…Although there are studies that have investigated the complexity of factors implicated in school performance 9,20 , none of them have included oral variables and psychosocial resources, such as sense of coherence, in one and the same model, as protective resources for this outcome.…”
Section: Introductionmentioning
confidence: 99%
“…Several studies aim to analyze factors associated with student performance results obtained in several large-scale assessments, based on several variables, constituting a specific analytic framework (Souza, 2000;Ussan, 2000;Catunda, 2007;Mesquita, 2009;Chirineia, 2010;Wiebusch, 2011;Palermo, 2011;Costa, 2006). It should be noted that, of-ten, in these studies, management and its characteristics, at the macro, meso or micro level, are taken as variables for understanding the phenomenon of student performance.…”
Section: Chart 1 -Time Distribution Of Studiesmentioning
confidence: 99%