Reflexões sobre o IDEB, ensino médio integrado e a Rede Federal de Educação Profissional, Científica e Tecnológica

Abstract

<p>This paper aims to investigate the methodology of calculation and disclosure of the Basic Education Development Index (IDEB) for Professional Education Secondary Schools (EMI) and for the Federal Net of Professional, Scientific and Technological Education (RFEPCT). The method used was documentary research. Two relevant findings were found: the first one is the absence of an IDEB aggregation unit for Federal Schools; the second is the exclusion of the Professional Education Secondary Schools (EMI) numbers from the State’s IDEB calculation. The main conclusions were: a) the absence of calculation and publicity of the IDEB at Federal level incurs losses for the RFEPCT to monitoring the achievement of the goal nº 7 of the National Education Plan 2014-2024 (PNE); b) the calculation and dissemination of the IDEB for the Federal Professional Education Secondary Schools could confirm the good results obtained by RFEPCT in non-census indicators such as PISA and ENEM; c) measures such as the creation of an aggregation unit for the Federal Secondary Schools and the inclusion of the EMI in the states calculation in the upcoming editions of IDEB, would strengthen this educational proposal against a scenario of recent cuts in education’s investments.</p>

Educación Especial en la Red Federal de Educación Profesional, Científica y Tecnológica

“…Considerando esse quantitativo de campi dos Institutos Federais em funcionamento, o levantamento indicou que a Educação Especial apresenta poucas investigações, com uma maior concentração na produção de pesquisas a partir do ano de 2014, ano correspondente ao término do governo Dilma Rousseff (2011)(2012)(2013)(2014), governo que intensificou ações para o público da Educação Especial na Rede Federal (Valões et al, 2020).…”