WHICH MODEL OF TEACHER ORGANIZATION HAS THE BEST STUDENT PERFORMANCE IN THE FIFTH YEAR OF ELEMENTARY SCHOOL?

Abstract

Debates about the problems of basic education in Brazil have intensified in recent years, seeking ways to improve the quality of education. From the international perspective of assessments, discussions on how to improve education constantly permeate teacher education. Thus, a point to be highlighted is the teaching organization to work in the initial grades. Specifically in classes of the 5th year of elementary school, it is known that the State of Rondônia has different models of organization, such as a varied number of teachers per classes (one, two, three), different backgrounds and teachers from different training schools ( generalist and specialist). Thus, this study aimed to assess which model of teacher organization has the best student performance in the fifth year of elementary school. To answer this question, data from the school census and the results of the Prova Brasil/SAEB from the fifth year of elementary school, both from 2017, are used. To assess whether the grades differ between the categories, an Analysis of Variance-ANOVA and Student's t test. As a result, seven models of classroom organization were found, all with an average considered below adequate, with no difference between the number of teachers per class and training. There was a difference in relation to the training strands. Overall, it is considered a negative result, as together with the lack of definition of the appropriate teacher profile for the respective grade, it is accompanied by poor student performance.