Professores não habilitados e o ensino em áreas correlatas: efeitos sobre o rendimento das escolas brasileiras

Abstract

This Dissertation analyzed the effects of non-qualified teachers on Portuguese and Mathematics proficiencies of Brazilian schools. A teacher who teaches a subject without having adequate training and specific knowledge to do so is considered to be non-qualified. In this sense, three approaches were carried out: i) Restricted Analysis - Specific training (AR); ii) Analysis of Related Areas 1 - broad area of knowledge (AC1) and; iii) Analysis of Related Areas 2 - curricular components of undergraduate courses (AC2). The empirical strategy employed consisted of estimating Quantile Regression models for Panel Data. The results show that schools in the lower quantiles, in almost all cases, are the ones that have their scores more affected the greater the percentage of non-qualified teachers. Furthermore, this effect is intensified as these professionals teach Portuguese and Mathematics with a background that does not fall within the broad areas of knowledge or the curricular components of these same subjects. Therefore, the results of this study show that the gradual approaches carried out (AR, AC1 and AC2) can be used as an allocation criteria of teachers to classes, in order to ensure that students are followed by professionals who, even though they are not teaching in their major subject, at some point in their higher education have had contact with subjects appropriate to the teaching of Portuguese or Mathematics.