IDEB AND TEACHING PERFORMANCE FROM THE PERSPECTIVE OF SELF-REGULATION

Authors

  • GISELE PESSIN Universidade Estadual do Norte Fluminense Darcy Ribeiro (UENF)
  • VERA LUCIA DEPS Universidade Estadual do Norte Fluminense Darcy Ribeiro (UENF).

Keywords:

IDEB, Self-regulation, Teaching performance

Abstract

This research aimed to analyze the Basic Education Development Index (IDEB) impact
on Elementary School as a result of self-regulation of teachers' behavior. A comparative case study was
carried out between two schools from a Municipal Education Network in Northern Rio de Janeiro State,
which were, respectively, among the highest and the lowest IDEB results in 2015. It was a qualitative
study carried out with teachers, pedagogical advisors and school principals. Interviews and observations
results were analyzed based on Content Analysis from the theoretical perspective of self-regulation. It
was found that the lack of clarity about the MEC (Ministry of Education) assessment objectives
compromised the planning of actions and the reflection about the results. The success achieved in the
IDEB increased motivation to maintain good results, which did not happen in the school that did not
reach the goal projected by the MEC. In addition, it became evident that, faced with the imminence of
Prova Brasil, the external regulations influence teachers to prepare students.

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Published

2020-10-30

How to Cite

PESSIN, G. ., & DEPS, V. L. . (2020). IDEB AND TEACHING PERFORMANCE FROM THE PERSPECTIVE OF SELF-REGULATION. Educação Em Revista, 36(1). Retrieved from https://periodicos.ufmg.br/index.php/edrevista/article/view/37834

Issue

Vol. 36 No. 1 (2020): v.36 (2020)

Section

Artigos

License

Creative Commons License

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