Ensaios sobre os efeitos da educação a distância nos indicadores do ensino básico público: um olhar para a formação de professores
Due to the enormous inequalities in the supply of higher education in the Brazilian territory and the lack of teacher training in Basic education, the Open University of Brazil System (UAB) was established (Decree 5.800/2006) to democratize and interiorize access to higher education in Brazil, th...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/53364 |
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| Resumo: | Due to the enormous inequalities in the supply of higher education in the Brazilian territory and
the lack of teacher training in Basic education, the Open University of Brazil System (UAB)
was established (Decree 5.800/2006) to democratize and interiorize access to higher education
in Brazil, through distance education. Considering the discussions on distance education and
the UAB policy for teacher training, this thesis, composed of three essays, explored in the first
two essays the UAB's focus on Brazilian municipalities through logistic regression and cluster
analysis; and the impact of UAB on teacher training, with the difference-in-differences method.
While the third essay investigated the relationship between the mathematics performance of
9th-grade students and the type and modality of teacher training, using the propensity score
matching method and generalized driven regression (GBM). The results indicate that the UAB
is a hybrid policy, which combines universalization and targeting strategies, although
characteristics of the municipalities that refer to the targeting in more socioeconomically and
educationally disadvantaged places only partially influenced adherence to the policy; the UAB
had a positive impact on the teacher training rates of elementary school municipalities that
received the poles, compared to those that did not; the event study showed that longer exposure
to the policy yields even greater impacts on the variables of interest; results also indicated that
mathematics teachers licensed in this area, in the distance modality, imply better results in
mathematics exams compared to teachers with higher education or without higher education.
This effect is accentuated for the performance of students in unfavorable conditions, such as
those from rural areas and schools with lower socioeconomic indices. However, there was no
statistically significant difference between the performances of students who studied with
mathematics teachers trained in distance mode or face-to-face. Given the discussions and results
presented in these essays, this work has potential to contribute to the assessment of the
expansion of Distance Education in Brazil, which is still in development, and which has been
one of the main public choices for teacher training in the country; and to expand the literature
on distance education and teacher education. From a managerial perspective, this thesis can
help to underpin discussions and decisions around teacher training policy assessment in Brazil
and other developing countries which suffer from similar teacher qualification problems as Brazil. |
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