Financiamento e equidade: entrelaçamentos possíveis em favor da aprendizagem

Abstract

The present Educational Action Plan (PAE, in Portuguese) aims to analyze the consequences of the egalitarian distribution of financial resources with regards to the promotion of equity in results management in schools of the municipal network of Caxias do Sul. The form of distribution of resources has consequences to the unities, especially to the larger ones, given that urban schools were allocated in eight tracks of number of students and that is the criterion for distribution of financial resources. In order to analyze the effect of the applied criterion we selected four schools for an exploratory research, aiming to consolidate information about resource management and sufficiency of distribution. The choice of schools was due to their size and results in the System of Learning Evaluation of Rio Grande do Sul (SAERS, in Portuguese) in 6th grade Mathematics. Our goal is to comprehend the incompleteness of the policy on distribution of resources, especially linked to the egalitarian treatment given to all units and the possible consequences to the students‟ learning. Moreover, we investigated in theory of educational financing, the factors interfering in results and equity, comprehension support and showing the reality analyzed. Once identified in the literature experiences of equitable essence and, noticed substantial differences and specific needs in the units, especially linked to intra and extra school factors that interfere in the pedagogical action and, with data from the Education Secretary budget, we aimed to organize a proposal to reformulate the distribution of resources, consolidating a policy based on vertical equity and positive discrimination, constituting an indicative of school reality. Analyzed the results, interweaving theory and practices of equity, we formulated a proposal that considers: unit infrastructure; size – number of students and size of classes; results – IDEB, flux and results, especially at SAERS and IDEB; changes in teaching faculty and social economic level of the community. Such realities analyzed through a software appropriate to statistical analysis for cross referencing data that will constitute an index of school reality (IRE, in Portuguese) indentified by the degree of complexity of the collected indicatives. We also propose the annual monitoring and evaluation synthesis every three years by a commission made of different entities, which would also analyze other public policies that could contribute to the consolidation of equity and of policies of positive discrimination so that levels of learning may be risen for all students, regardless of their origin, consolidating the equality of opportunities.