IDEB results for the final years of Elementary Education: reflections for public education with equity in Fortaleza-CE

Abstract

The National Basic Education Assessment System (SAEB) implemented large-scale external assessments to understand and address the challenges of education in Brazil. To improve the quality of education, the Education Development Plan (PDE) was created, introducing the Basic Education Development Index (IDEB), an indicator that measures the quality of education in schools. The objective of this study was to analyze the IDEB results for the final years of Elementary School, between 2021 and 2023, from the Municipal Department of Education of Fortaleza - CE, with the aim of achieving public education with equity. The research had the following problematizing question: What do the IDEB results for the final years of Elementary School (between 2021 and 2023), from the Municipal Education Network of Fortaleza - CE, reveal about the implementation of public education with equity? For this, a qualitative research was developed, with a documentary approach, with content analysis for data descriptive-analytical interpretation, based on Bardin (2016). The theoretical framework was composed by authors such as Borges et al. (2021), Lélis and Hora (2019), Gomes, (2019), Santos et al. (2022), Schneider (2013) and Teixeira (1989). Among the results, it is possible to point out that the SAEB/IDEB data highlight the need for targeted actions, in order to guarantee a quality public education, with equity. In this way, DCRFor is aligned to the development of skills and competencies not centered on content, collaborating so that in Fortaleza this also becomes a reality.