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Mathematics is the discipline that aggravates the gap between public and private schools in the country. The results of the 2017 National High School Examination (ENEM) show lower performance of state networks in all areas evaluated in the test, but in mathematics this distance is up to 67%.
The average private schools at Enem 591.25, is at over 90 points above the state network. The schools attached to the state education secretariats host eight out of ten high school students
at the other end lies the language domain, with a distance of 53.9 points. Objective proof of Enem, in the multiple-choice format, also badesses the natural sciences and humanities – with respectively 64.6 and 67.4 points.
The sheet calculated the averages by school based on the raw and official data of the Enem 2017. Only units with at least half of the 3rd year students of Enem (with a minimum of ten students) were also observed. The method is the same as that adopted in previous years by the Ministry of Education.
It is also in mathematics that state networks have the largest number of schools below the Enem general average. Of the 7,401 public schools with calculated data, 80% have math scores less than 518.5 (the average that takes into account the score of all test participants). In other regions, this percentage ranges from 69% to 72%.
Writing has the lowest percentage of public schools below the overall average (67%). The distance in punctuation is more than one hundred points, but the comparison with the objective part is not adequate because the texts are corrected by a team of brokers.
The score of the objective part is attributed from a mathematical model that gives different weight for each item, resulting in a scale that, unlike writing, does not go to a thousand points .
There are also private schools below average in all areas. But the volume is smaller. It varies between 6% in natural sciences and 9% in mathematics, taking into account 6,228 private schools in the country.
Mathematics performance is considered a reference because it is essentially academic knowledge.
"You do not learn math by reading, you learn math by doing," says mathematician Ruben Klein, an education specialist and consultant at the Cesgranrio Foundation. "It requires learning, scholarly knowledge, unlike in other areas where it is possible to have other sources of knowledge."
Klein argues that the disappointing results discipline derive from the poor quality of teacher training. "Many teachers put a knot in the head of the student," he says. "The student does what it takes, but the teacher says it's wrong because he only knows how to do it."
But the negative image of mathematics in society works too. "There is an idea that mathematics is for some of them, and because I was bad, it is ok for the student to go wrong, it is accepted."
Structural problems such as lack of teachers in public schools contribute to difficulties. According to data from the 2015 school census, one-third of those who teach are out of school in the region.
Cecilia Motta, president of the Consed (Council of State Secretaries for Education), says this situation reflects the lack of career appeal due to low wages and poor career plans .
"It's a plus, we have to take care of the career, improve the initial education, and that's what universities have to do," he says. "For those who are already in the clbadroom, we need a job of continuing education."
Prova Brazil, federal badessment that constitutes Ideb (Basic Education Development Index), also exposes greater difficulty with a distance between the two networks of 20%.
Enem data are factual indications of reduced opportunities for students. The exam is the gateway to virtually all federal universities and some state universities, such as the USP (University of São Paulo). The federal government and USP have placement programs for the reserve for public school students.
Enem is also a criterion for ProUni (University for All Program) and Student Funding scholarships.
State networks even had difficulty getting their students involved in Enem. Less than 40% of public schools had more than half of students in Enem 2017.
The gap between private schools and public schools varies from one state to the next. In eight states, the difference is greater than 90 points, the average for Brazil
This difference between public and private schools hides differences in the socio-economic profile of students. Schools with higher level students are more likely to achieve higher results.
80% of mathematics schools, public or private, are among the highest socio-economic levels.
Only 12 public schools with a low socio-economic level score above average. The Augustinho Brandão School, in Cocal do Alves, inside Piauí, is the champion of the group.
The average of 602.69 in mathematics leaves behind 3838 private schools in the country.
"It starts with the motivation that the school gives to the student. Says Director Aurilene Brito, 35 years old.
About 80% of third-year students in 2017 were approved in public institutions.
Education by sector can make more sense for the content for students
The change in the organization of the content of the study can make life easier for students, especially in areas such as mathematics. For the president of the Consed, Cecilia Motta, steer towards areas of knowledge, not disciplines, can make things more meaningful in the life of the student.
The reform of the colleges, approved last year by the government Michel Temer (MDB), enrolled in this line: it predicts that 40% of the timing of the stage will be chosen by the Students offer five fields: languages, mathematics, natural sciences, humanities (the same division of Enem), as well as professional education.
The offer of these lines of deepening is also one of the major challenges of the reform to get out of the paper. More than half of the country's municipalities have only one high school, which makes it difficult to offer options.
Last Tuesday (3), Cesar Callegari, member of the CNE (National Council of Education), defended in an article of Folha the revocation of the reform to be "exclusionist and reductionist" ", besides educational inequalities in the country.
The reform still depends on the approval of the curricular base of the Common National High School, currently under discussion at the CNE. The government insists on finalizing the text this year, while some educators are asking for more time.
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