Ensino público de qualidade: análise do custo aluno qualidade-inicial em uma escola estadual de Itacoatiara-Amazonas

Abstract

This research is linked to the Graduate Program in Science and Humanities Teaching at the Federal University of Amazonas (PPGECH) with the support of the Coordination for the Improvement of Higher Education Personnel (Capes), through the research line: theoretical-methodological perspectives for the Teaching of Human Sciences. The discussions presented here are the result of reflections produced by the Early Childhood Education Study and Research Group (Gpedin), affiliated with the National Council for Scientific and Technological Development (CNPq) at the Federal University of Amazonas (Ufam). The present dissertation had the General Objective: To analyze the aspects that make up quality education in a state school in Itacoatiara-Amazonas, seeking to identify the Constitutional fulfillment of the guarantee of the minimum standard of quality, based on a case study. It is grounded in normative documents such as the Federal Constitution of 1988, the National Education Plan (Law No. 13.005/2014), and the studies of From the National Campaign for the Right to Education, the study proposes a link between educational funding, the guarantee of the right to education, and social equity. The methodology adopted was qualitative, descriptive in nature, with documentary analysis and secondary data collection, using only available information for the year 2024, extracted from official platforms such as INEP and SIMCAQ. The 2024 results reveal that Escola Estadual Senador João Bosco Ramos de Lima, although equipped with basic infrastructure, still shows weaknesses in educational performance. QEdu data indicates that, that year, 43% of 9 th-grade students demonstrated adequate learning in Portuguese Language and only 16% in Mathematics on the SAEB. Additionally, school flow indicators show worrying rates of dropout and grade retention. The proposal to restructure the school based on the CAQi parameters highlighted the need for improvements in human resources, physical infrastructure, educational supplies, and professional appreciation. It is concluded that, to ensure a minimum standard of educational quality, adequate funding and specific public policies guided by the CAQi parameters become indispensable.