O impacto do capital cultural e das boas práticas da escola eficaz na melhoria da proficiência dos estudantes e das avaliações das escolasestudo de caso da escola Sesc de ensino médio

Resumo

Purpose - The purpose of the case study is described and this study of analysis of the school management education process that allows a teaching institution to achieve a very good performance in the evaluations of Saeb and PISA in 2017. For this, if a single explanatory case study a from the experience of the Sesc High School (ESEM). ESEM is a private school but free of charge and stands out from other schools of socioeconomic level both nationally and internationally (“Como sua escola se compara internacionalmente - PISA PARA ESCOLAS - ESCOLA SESC DE ENSINO MÉDIO”, 2017). Design/Methodology – The research was carried out through a case study and aimed at ESEM. This case study was based on data established and identified through data analysis of Saeb questionnaires and PISA reports, in addition to official documents provided by the institution. The study was based on two propositions. The first stating that cultural capital directly influences the result of student proficiency (BOURDIEU, 2007). The second, stating that the good practices of the effective school theory, when put into practice, provide better teaching and learning conditions, and consequently better results (SAMMONS; HILLMAN; MORTIMORE, 1995, p. 3). In the case of this case study, some evidence is school evaluations such as Saeb and PISA. For this, the IBM SPSS statistical data analysis software was used, the Principal Components technique, which is one of grouping several variables in order to define one or a few scores that represent the set of values of these grouped variables. In this study, main components were calculated for the incorporated cultural capital acquired in the school environment, the incorporated cultural capital inherited by the family, and also for all the key characteristics of the effective school theory. Data were calculated for ESEM and for all other schools with the same socioeconomic level. The data were compared in order to provide an explanation of how a free high school achieved a very high performance in the Saeb and PISA assessments. Findings – Evidence was presented that the level of cultural capital and the good practices of effective school theory influence the performance results of institutions in national and international comparative exams as well as the proficiency of students. Research limitations – The main limitation of the research was the impossibility of collecting data on the spot and also the impossibility of conducting interviews with students and teachers due to the interruption of activities caused by the Covid-19 pandemic. Practical implications – When identifying the importance of cultural capital and the practices of an effective school in improving students' proficiency, these two pillars can be considered with greater care in the educational policy of other educational institutions. Originality – From our survey, this is the first positivist case study that presents the impact of cultural capital and effective school practices on student proficiency and the quality of teaching and teaching at ESEM.

Ficha do documento

Tipo

Dissertação

Ano

2021

Instituição

Fundação Getulio Vargas

Fonte

Repositório da FGV

Idioma

Português

Acesso

Não informado

Identificador

oai:repositorio.fgv.br:10438/30302

Temas

Educação

Palavras-chave

Capital culturalEscola eficazProficiênciaCultural capitalEffective schoolProficiencyEducaçãoEficácia no ensino - BrasilCultura - Aspectos sociaisEnsino médio - Estudo de casos