Desempenho dos estudantes no Enade: influenciadores ambientais e organizacionais sob a luz da Sociologia da Educação de Bourdieu

Abstract

The objective of this dissertation was to investigate the influence of organizational and environmental factors on the performance of students in the Enade. As a theoretical framework, Bourdieu's Sociology of Education and its concepts of field, habitus and economic, cultural, social and symbolic capitals were used. A quantitative analysis was performed using multilevel regression, the Enade score being established as an explained variable and as explanatory variables, two dimensions were considered: the organizational one, measured through the variables of infrastructure notes, didactic-pedagogical organization, percentages of masters and doctors and the percentage of teachers in partial or full employment; and the environmental one, measured by GDP per capita, IFDM_E and IFDM_S variables. The data of the organizational variables were collected on the INEP website, while the environmental data were extracted from the IBGE and Firjan System sites. In total, 37.071 data were used, including all courses, of all HEIs in Brazil, whose students took the Enade between 2008 and 2013, and this period encompasses two evaluation cycles for each area of knowledge. The data were separated into two groups, the public HEIs and the private ones, in order to analyze if there were differences between them and the results evidenced some differences in the way of the influence of the variables. When considering the effects of organizational variables, the "infrastructure note" and the "didactic-pedagogical organization note" are influencing the performance of the students in both HEIs. For the "master note" variable, there was a positive influence on the performance of the students of the private HEIs and a negative effect for the students of public HEIs. The variable "doctor note" had no effect on students' performance in private schools, but it was the most significant variable in influencing students' performance in public schools. The variable " regimen note" was significant in public HEIs and had a negative effect on private institutions. For the environmental dimension, the results showed that GDP per capita and IFDM_S have an influence on student performance in public HEIs. For the private HEIs, only the IFDM_S had significance. The variable IFDM_E was not significant for any of the two administrative categories. For the public HEIs, the findings reinforce Bourdieu's theoretical discussion in which the socioeconomic environment influences school success, while the HEIs are not able to compensate for the absence of cultural and social capital of the students who enroll in them. However, the results of the private HEIs do not fully confirm the theoretical conception addressed here, since some indicators were not significant in influencing the performance of the students of these HEIs or showed a contrary sign than the one expected. As an implication of this work, it is expected that the HEIs and governments perceive the need for greater efforts, considering the results found here as a starting point for the implementation of strategies that corroborate a better student performance in order to achieve or enhance the quality of higher education.