Fatores endógenos e exógenos que afetam o desempenho de Institutos Federais de Educação, Ciência e Tecnologia: os casos da Bahia e do Espírito Santo
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Date
2018-01-25
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Universidade Católica do Salvador
Abstract
The present research aimed to investigate and identify the endogenous and exogenous factors of influence in the educational performance and the quality of the teaching of the Federal Education Institutes of Science and Technology of Bahia and Espírito Santo was designed to understand why these institutes belonging to the same federal education network, and under the guidance and supervision of the (SETEC / MEC), demonstrated disparity in student’s performance during the Enem / 2014 Examination, despite the fact that both have the same teaching policies, implemented by the MEC, and with equitable budgetary / financial allocations for the implementation of its administrative and didactic-pedagogical activities. In this sense, this research was carried out in a comparative nature, using exploratory and explanatory investigation as data source management reports, as well as bibliographical research, to inquire and understand the educational process, from colonization to present day, as well as the set of guidance and rules by which the Brazilian educational system is designed and organized.
A field inquiry with questionnaires and interviews targeting Pro-Rectors of Teaching, Institutional Development, Research and Extension made it possible to identify and analyze a series of endogenous and exogenous factors that affect institutional performance such as: screening and enrolling process; internships; financial resource for scholarships; high dropout rate; teacher engagement; family participation in the teaching-learning process; among others. These points reported by the interviewees reinforce the dualism of teaching in Brazil, historically implanted, that still persists in the present times. The results of this study indicate that the endogenous and exogenous factors that affect the quality of teaching can be mitigated by more effective educational policies and some more efficient actions of the MEC itself, which can help managers make decisions that are more coherent with reality through a more effective planning and evaluation of performance.
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Formação profissional, Políticas de educação profissional, Desenvolvimento humano, Avaliação institucional, Vocational training, Professional education policies, Human development, Institutional evaluation