The quality of teachers as a factor in school efficiency
DOI:
https://doi.org/10.1590/S0103-20702008000100006Keywords:
Teachers, Teaching practices, Educational policies, Equality of opportunities, School qualityAbstract
This paper examines the spatial distribution of teachers across the primary school system as a trait of educational policies in Latin America. These policies are generally justified in terms of their impact on the development of equality of opportunities and their emphasis on justice, efficiency and equity. We discuss this question using data from a survey undertaken in Brazil, Argentina, Chile and Mexico: in 96 schools located in poor districts of Belo Horizonte, Buenos Aires, Santiago and Guanajuato, we interviewed 96 teachers and principals, tested 2,048 fourth grade students and surveyed their parents. Recent economic and sociological studies have shown that some of the professional characteristics of teachers, especially their experience, can improve the achievements of poor students. But our data suggest that the distribution of teachers across the school system tends to reduce the equality of educational opportunities for these students by denying them the more experienced teachers.Downloads
References
BARBOSA, Maria Ligia. (2005), “A qualidade da escola e as desigualdades raciais no Brasil”. In: BARBOSA, Maria Ligia, BELTRÃO, Kaizô, FERRÃO, Maria Eugênia & SOARES, Sergei. Os mecanismos de discriminação racial nas escolas brasileiras. Rio de Janeiro, Ipea/Ford Foundation, pp. 93-120.
CASTRO, Cláudio Moura & CARNOY, Martin. (1997), Como anda a reforma da educação na América Latina? Rio de Janeiro, Editora da FGV.
DELORS, J. (2000), “Os professores em busca de novas perspectivas”. In: Educação: um tesouro a descobrir. São Paulo, Cortez/Unesco/MEC.
GAJARDO, M. (2000), Reformas educativas na América Latina: balanço de uma década. Documentos Preal, n. 15. FGV, Rio de Janeiro.
HANUSHEK, Eric. (2006), “The effects of education quality on mortality decline and income growth”. Paper presented at the IREDU, International Conference on Economics of Education, Dijon, June 20-23.
HANUSHEK, E. A. et al. (2005), “The market for teacher quality”. NBER Working Paper Series, February, 11154.
MINGAT, Alain & DURU-BELLAT, Marie. (1993), Pour une approche analytique du fonctionnement du système éducatif. Paris, PUF.
MURILLO, Javier. (2005), “Uma panorâmica da carreira docente na América Latina: sistemas de reconhecimento e promoção do desempenho profissional”. Revista PRELACIM, 1: 52-59.
PAUL, Jean-Jacques. (2007), Économie de l’ éducation. Paris, Armand Colin RAYOU, Patrick & VAN ZANTEN, Agnès. (2004), Enquête sur les nouveaux enseignants: changeront-ils l’école? Paris, Bayard.
REIMERS, Fernando (org.). (2000), Unequal schools, unequal chances: the challenges to equal opportunity in the Americas. David Rockefeller Center Series on Latin American Studies. Harvard University.
REYNOLDS, Creemers; NESSELRODT, Schaffer & STRINGFIELD, Teddlie (orgs.). (1994), Advances on school effectiveness research and practice. Oxford, Pergamon Press.
SCHWARTZMAN, Simon. (2003), The challenges of education in Brazil. Feb 26, Version 3.
SCHWARTZMAN, Simon & OLIVEIRA, João Batista. (2002), A escola vista por dentro. Belo Horizonte, Alfa-Educativa Editora.
SEN, Amartya. (1992), Inequality reexamined. Nova York, Russel Sage.
VAILLANT, Denise. (2004), Construcción de la profesión docente en América Latina: tendencias, temas y debates. Serie Documentos, n. 31. Diciembre. PREAL (site http://www.preal.org/docs-trabajo/VaillantN31.pdf).
Downloads
Published
Issue
Section
License
Copyright (c) 2015 Tempo Social
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
