The Federal Institutes, created in 2008, are part of the Federal Education System and aim at training citizens to work actively in the world of work. The Subsequent Form, one of the ways in which the High School Technical Courses enable technical training and is intended for students who have already finished high school. The objective of this research was to compare the academic efficiency indexes of the subsequent courses, in the distance and on-site modalities, offered by the Federal Institute of Amapá (IFAP) in 2018. To this end, a bibliographical and documentary research was carried out, as to the approach, this study it is quanti-qualitative. The data were accessed on the Nilo Peçanha Platform (plataformanilopecanha.org). It was found that the Academic Efficiency of the Subsequent Technical Courses offered in the Face-to-face modality is greater than that of the Courses offered in the Distance modality. With regard to distance education, because it has lower Academic Efficiency when compared to classroom teaching, it is necessary that the institution develops actions to combat and prevent evasion. In conclusion, the need to foster other studies that investigate the problems related to dropout in Distance Education and that also propose other solutions to minimize dropout rates and raise the Academic Efficiency Index of Subsequent Courses offered in distance education by the Federal Institute of Amapá.

The Basic Education Development Index (IDEB) represents an educational indicator measured by the National Institute of Educational Studies and Research (INEP) to assess the quality of Brazilian schools. Its composition is analyzed through the school flow and learning performance in Portuguese and Mathematics compiled by the Basic Education Assessment System (SAEB). In this perspective, the present research compared the observed and projected IDEB, of the state schools of Northern Brazil and the State of Amapá between 2007 and 2017 and it was found that the State of Amapá still has a learning performance deficit in relation to the average other states in the North of Brazil. In view of the above, the article suggests that IDEB fulfills its social function described in goal 7 of the National Education Plan (PNE), which treats the indicator as a guideline for public policies to be implemented in school life.

O presente artigo consiste numa análise do desabamento do Porto de exportação de minério de ferro, situado no município de Santana/AP, ocorrido em março de 2013, e suas consequências, em destaque para as sociais e ambientais. Com bases nesses

The objective of this work was to analyze the participation of the female gender in technical courses of the Federal Network in Brazil and in Amapá in 2018, by age group. The approach of this study is of a quanti-qualitative nature. The data collected came from the Plataforma Nilo Peçanha database. The results showed that both in Brazil and in the State of Amapá there was a predominance of women enrolled in educational institutes in the year 2018. At the national level, the data showed that women under the age of 20 are the majority in the Federal Institutes of Education, while in the State of Amapá the opposite was found. Nationally, in the age group of 20 to 34 the enrolled are equal. In Amapá, in the age group of 20 to 34 years, there is a slight predominance of women. The data also shows that there is a significant difference (decrease) in the percentage of women aged 50 or over in technical education. Although progress is being made, there is still much inequality between men and women and a long way to achieve gender equity.

Os Institutos Federais de Educação Ciência e Tecnologia são responsáveis em oferecer a Educação Profissional Técnica de Nível Médio, na forma de cursos integrados, para os concluintes do ensino fundamental e para o público da Educação de Jovens e Adultos (EJA). O ciclo da Educação Básica obrigatória e gratuita deve ser dos quatro aos dezessete anos de idade e o estudante que não se encontra na idade correta durante esse ciclo, está incluído em uma situação de distorção idade-série. O objetivo deste artigo é mostrar a taxa de distorção idade-série em instituições de Ensino Médio Estaduais e Federais do Amapá entre 2016 e 2018. A pesquisa foi realizada no banco de dados do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP). O que os dados revelam sobre o fenômeno distorção idade-série no ensino médio, no Estado do Amapá, principalmente, na rede pública estadual, é muito preocupante. É necessário que se criem condições para que os alunos possam fazer seus estudos na idade correta, pois a defasagem gera um forte impacto na vida escolar acarretando problemas como desmotivação, reprovação e até o abandono da escola.