Território, educação e ensino: análise do IDEB das escolas públicas nos anos finais do ensino fundamental em Montes Claros - MG

Abstract

Education is the basis for the social and economic development of every nation. Its indicators, such as the IDEB, are essential instruments for assessing the quality of education. By analyzing these data, it is possible to identify challenges and outline effective strategies. Investing in education, therefore, is investing in a more promising future. In this sense, the main objective of the study is to investigate the relationship between the socioeconomic and territorial characteristics of schools and student performance results, as measured by the Basic Education Development Index (IDEB), between 2013 and 2023. The methodology adopted is qualitative and quantitative, using the case study as the main strategy, complemented by bibliographic research and documentary analysis. The field research was structured in several stages, including the application of a mixed questionnaire with 09 questions directed at students. The main tool used was a questionnaire, which guaranteed the anonymity of the students and collected information on family involvement, the education of those responsible for them, and the students' perception of the quality of the education received. Furthermore, a survey of quantitative and qualitative data was conducted, associated with the analysis of the schools’ infrastructure and external factors that may influence academic performance, such as students’ locations and the socioeconomic conditions of the communities. The research results indicated that pedagogical infrastructure, such as the availability of laboratories and access to technology, plays a significant role in promoting an effective learning environment. E. M. Geraldo Pereira de Souza stood out for offering better resources compared to E. E. Secundino Tavares, which faced limitations. In addition, family and community support proved to be crucial for academic success, highlighting the importance of parental participation in school activities and the impact of socioeconomic conditions on academic performance. Finally, the dissertation proposes reflections on the need for educational policies that consider the specificities of each territory, aiming to promote educational equity. The results obtained serve as a basis for future practices and interventions that seek to guarantee access to quality education for all students, regardless of their origin or social context. The research, therefore, not only contributes to the advancement of knowledge in the field of education, but also emphasizes the importance of an inclusive and fair approach in the brazilian education system.