“Qualidade da educação e indicadores educacionais: análise de fatores associados à eficiência da educação básica, a partir do Índice de Desenvolvimento da Educação Básica (IDEB) nos municípios do estado de Mato Grosso do Sul”

Abstract

In Brazil, the quality of education is measured by the Basic Education Development Index (IDEB). However, this indicator only reveals the values resulting from assesments and school performance rates, without, even so, explaining the factors associated with the regression, stagnation or development of education in a given school or education system. Based on this fragility, the main objective of this research was to analyze the factors associated with the efficiency of basic education, based on the results obtained from IDEB 2019, referring to final elementary education in schools in public education systems in the state of Mato Grosso do Sul (MS). Specifically, was sought to: observe the socioeconomic and educational indicators of schools that are a part of the public education system in the state of Mato Grosso do Sul; identify the converging characteristics between municipalities that performed well in the IDEB, as well as among those that did not achieve the expected results; and propose good management and educational public policies practices based on the information obtained through this analysis. The variables selected corelate to the characteristics of the schools, including learning spaces and the complementary activities offered after school hours, and also encompasses information regarding teachers, school managers and students. Triangulation procedures were used to collect and analyze data, which were obtained from official websites of the Federal Government and municipalities. The time frame for the research was 2019. The information collected was analyzed using statistical analysis software. To check the correlation between variables, the Spearman Correlation Test was used, for associations the Chi-Square Test was used and, in a complementary way, Structural Equation Modeling was used with the purpose of deepening the analyzes carried out. The research showed that there is a statistically significant association and correlation between the IDEB 2019 and factors related to the age-grade distortion rate; to the socioeconomic conditions of students; to the academic training of teachers and school managers; to the how the position of school manager are accessed (election); as well as factors linked to school infrastructure (learning spaces and offering of complementary activities). It is understood that these results were able to answer the guiding questions of this paper, as they highlighted the main characteristics of the schools and municipalities that obtained the highest grades in the IDEB, signaling paths that can be followed by education managers in the public education system.