Avaliação institucional da educação: um estudo de caso no Colégio Estadual Cônego Scherer, em Guaíba/RS

Abstract

This monograph presents the results of a survey conducted as a final of the Specialization Course on Sensu Lato-Educational Management, Federal University of Santa Maria, and as the locus Colégio Estadual Cônego Scherer in Guaíba at Rio Grande do Sul. The research aimed to investigate, classify and analyze the contents of this School for indicators of institutional assessment, including as sources for data collection: The Development Index of Education - DIE, the School Census, the Evaluation System of Basic Education - ESBE, the National Secondary Education Examination - NSEE and the System of Evaluation of Educational Achievement of Rio Grande do Sul – SEEARS; and by tables qualitative compared the performance of the College with the general indexes, the 5th and 8th s grades of elementary school, and in the 1st and 3rd grade of high school, the rates of approval and disapproval general in the disciplines of Mathematics and Portuguese according to the database PROCERGS-ESCOLA. The research, supported on the reference of the qualitative approach in Education, was descriptive, analyzing data from the educational reality of the school investigated, from a case study (LÜDKE and ANDRÉ, 2008). For data analysis, were detailed references in the field of educational management (LUCE and Medeiros, 2006; FRIGOTTO, 2007), and federal and state government focused on the institutional school evaluation (BRAZIL, 2007; RIO GRANDE DO SUL, 2006 ; SOUSA, 1995; PERONI, 2006; SAVIANI, 2009). Analyses conducted at the School show that: the highest failure rates occur in the first year of high school, the greater difficulty that students have are in the disciplines of Mathematics and Portuguese; improvement of IDEB from 5th to 8th grades, which increased from 3.5 to 4.2 points, and reducing the percentage of failure in the third grade of high school. From the data analyzed, it is possible to observe that the school seeks to remedy their deficiencies in the quality of education in the form of ongoing assessment tools, such as teaching and learning, school climate, parental involvement and community in decision making, management people, process management, infrastructure and analysis of results performed by the school.