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Efetividade no Ensino Superior Brasileiro:Aplicação de Modelos Multinível À Análise dos Resultados do Exame Nacional de Cursos

  • Maria Dolores Montoya Diaz

    (UNIVERSIDADE DE SÃO PAULO)

Este estudo tem por objetivo analisar o impacto de características institucionais sobre o desempenho dos alunos no Exame Nacional de Cursos (Provão). Uma amostra de mais de 74.000 alunos das áreas de Administração, Direito e Engenharia Civil que realizaram os exames no ano de 2000 foi analisada. Foram estimados modelos multinível, pois estes dados apresentam uma nítida estrutura hierárquica. Relativamente aos aspectos individuais, verificou-se a existência de um padrão não-linear na relação entre a condição econômica dos alunos e o seu desempenho. A contribuição de níveis superiores de renda sobre o desempenho dos alunos possui um limite, a partir do qual, observam-se, inclusive, impactos negativos. Em relação aos aspectos institucionais, encontraram-se efeitos positives provenientes da maior qualificação e das melhores condições de trabalho para o corpo docente e da utilização de atividades de pesquisa como estratégia de ensino/aprendizagem. A participação em atividades de extensão, além de afetar positivamente o desempenho dos alunos, gera um efeito atenuador sobre o impacto negativo resultante da condição socioeconômica desfavorável do aluno. Verificou-se que se o aluno tinha uma renda familiar até R$ 454,00, seu desempenho, em média, tenderia a ser 3,6 pontos inferior ao de alunos com renda familiar superior a R$ 7.550,00. Porém, se ele participar de atividades de extensão essa diferença se reduzirá para aproximadamente 2 pontos e, se todos os docentes mostrarem empenho e dedicação, a diferença se situará na faixa de 1 ponto.

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Article provided by ANPEC - Associação Nacional dos Centros de Pósgraduação em Economia [Brazilian Association of Graduate Programs in Economics] in its journal Economia.

Volume (Year): 8 (2007)
Issue (Month): 1 ()
Pages: 93–120

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Handle: RePEc:anp:econom:v:8:y:2007:i:1:p:93-120
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  8. Christian Dustmann, 2003. "The Class Size Debate and Educational Mechanisms: Editorial," Economic Journal, Royal Economic Society, vol. 113(485), pages F1-F2, February.
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