This study intends to know the quality of the education offered in public elementary
schools, initial years, in the municipality of Araguaína - Tocantins, measured through
the IDEB. Therefore a review on the literature was carried out to search for quality of
education concepts to describe the process, along the historic, which led to the
establishment of the Brazilian Basic Education Development Index – IDEB for the
Assessment of Basic Education, as the right indicator for monitoring the country’s
educational system. For this purpose a researched was conducted on the local
government’s running of Elementary Schools of the city of Araguaina, in the regional
State of Tocantins, in order to identify some of their characteristics. It will evaluate the
school scores on the IDEB scale from 2011 to 2017, considering internal and internal
factors influencing their performance on quality level. So, for this purpose this paper
also took into account the school socioeconomic and infrastructural setting conditions.
This is a qualitative and literature research meant to analyze Study Case database
through a strategic methodological planning. The first stage of this research was the
date collection from 17 local government´s schools system belonging to Araguaina
borough, operating from 2011 to 2017 within the IDEB scale. The second step was to
evaluate these schools performing level as compared to IDEB indicator so as to answer
to the question:” What is the conception of quality of education held by the IDEB
indicator compared to the city of Araguaina School System performance level?” This
present research sought to include within the conception of quality, some resources
like the infrastructure and pedagogical elements (like library, reading room, information
technology and science laboratories, sports court) so as to find out whether or not
these elements cause any influence on schools reaching their expected quality level.
This research concluded, that despite the fact that these structures are required for the
teaching and learning process as they are counted as minimal scores on education
quality performance, they were not considered as elements of impediment fro school
meeting with the aims established by the IDEB indicator for every school of the district.
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