Análise da relação entre gastos públicos com ensino fundamental e o desempenho no IDEB: 2007-2021

Abstract

This study aimed to analyze the relationship between public expenditures on elementary education and the educational performance of the Brazilian states and the Federal District, as measured by the Basic Education Development Index (IDEB), during the period from 2007 to 2021. To achieve this objective, the following specific objectives were established: (a) to investigate the association between public expenditure per student and IDEB outcomes; (b) to assess the projected targets and the degree of compliance achieved by the federative units throughout the period analyzed; and (c) to examine the influence of teacher qualifications, maternal education, and household per capita income on educational performance. This research is quantitative in nature, with a descriptive design and an econometric approach, based on secondary data obtained from INEP, Siconfi, and SIDRA. The results indicate that public expenditure per student did not present statistical significance in explaining educational performance. For the early years of elementary education, household per capita income, maternal education, and teacher qualifications showed positive and statistically significant effects. For the final years of elementary education, teacher qualifications remained positively and significantly associated with educational performance, whereas maternal education presented a result that differed from that expected in the literature. Overall, the findings suggest that IDEB performance is more strongly associated with the quality of pedagogical, family, and socioeconomic factors than with the absolute volume of public resources invested.