Avaliação educacional: fatores contextuais de eficácia escolar em cenários de alta vulnerabilidade social

This article aims to analyze the contextual factors of school effectiveness that contributed  to  a  school  located  in  a  region  of  high  social  vulnerability  in  the  municipality of Ferraz de Vasconcelos, State of Sao Paulo, exceeding the goals projected  in  the  Basic  Education  Development  Index  (Indice  de  Desenvolvimento da Educacao Basica in portuguese) in the years 2007, 2009 and 2011. Qualitative empirical research was conducted with interviews with 21 respondents  (teachers,  director,  students,  parents  and  employees).  The  data  were  systematized  and  discussed  quantitatively  in  light  of  academic-scientific  literature. The results indicate that the commitment to learning and pedagogical practices  were  the  most  relevant  contextual  factors  of  school  effectiveness  to overcome goals. The result of an articulated set of actions, resources, and practices developed by the various school actors.