Modelo de mensuração do desempenho dos institutos federais: uma análise a partir de microdados

Abstract

This work presents a hermeneutic view of organizational learning based on the interpretation of public microdata provided by INEP and IBGE. We show an overview of the progress and challenges encountered with the expansion of basic education in the Federal Institutions (FI's) of the Brazilian Northeast, stimulating the creation of specific results in the Federal Network of Vocational Education, to assess the quality of public education in the PNE interval between 2001 and 2010. The purpose of this research is given by the reflection of Senge et al. (2005) on the significance of learning for an organization and the need to develop a clear and honest understanding of the reality. We apply concepts that relate to organizational knowledge creation with organizational learning for school management, measuring educational outcomes of 52 federal schools to answer questions related to overcoming regional disparities and assessing the quality of public education. Besides variables related to intra-school factors (school results, school infrastructure, human resources and student flow), we consider the exogenous factors (social context of students). Finally, we intend to contribute to the advancement of the discussion on equality and efficiency in the provision of quality public education, as required by Article 206 of the Constitution, from the identification of successful schools and the results that indicate the importance of the family background of students. The following aspects reverberate positively in the performance of students on the results of Enem in their different areas: the educational level of the parents, the level of household income and the frequency of the student in a private school in elementary phase (before entering FI).