Public Policy and Administration in the rural and urban context: a study of the relationship between socioeconomic, educational performance and evasion of high school students from the state network of schools in Brazil.
The changes in the global context shows the need to promote the development of countries based mainly on education. In discussions about the role of the state that defines it's function is to serve society as a whole, with universalizing policies, among them educational policies that enable access to quality education for all people. However, this role is often overlooked, especially when related to the care of the rural population. In recent years some authors have questioned the definition of rural and urban environment, arguing that the boundaries between the two environments is diluted and many municipalities classified as urban by the IBGE show features predominantly rural. From this question, Veiga (2003) proposes a new concept, that of rural municipalities. The author identifies three factors to be considered in making this classification, namely: population, proximity to urban areas and population density. This is a defining criterion used in this study compared indicators of the field schools and schools located in so-called rural municipalities. Thus, the objective of this work is to raise public policies for rural education and conduct an analysis comparing the relationship between students' socioeconomic background variables, dropout rates and school performance of school pupils and students field of rural municipalities Data from Brazil and Saeb Proof using the database of the National Institute of Educational Studies Teixeira (INEP). Thus, the analysis of the relationship between these factors, both in rural areas as in rural districts, aims to gather information that will improve the skyline of use of resources and efforts deployed by the government in its aim of increasing the permanence of these students in their educational institutions . The study will be conducted in three stages, the first qualitative based on secondary data to identify sector policies, as well as select cities that fit the profile defined as rural municipalities, the second corresponds to the construction of databases from the data provided by INEP, and third stage review them through descriptive statistics and multivariate statistical techniques: multiple regression, factor analysis, cluster analysis and canonical correlation. Expected to identify the relationship between variables in different educational contexts indicating whether there are differences.
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