Conceptual model for evaluating school infrastructure in basic educationThis paper presents a conceptual model for evaluating school infrastructure in basic education, having as reference the legal standards on the subject and based on a review of the national and international literature. The assurance of school infrastructure with minimum quality standards is present in the statutory planning of the country but remains a challenge for educational policies. The literature review has resulted in a large number of studies, among which there is no consensus on how to define, evaluate and measure school infrastructure. The proposed conceptual model adopts a multi-dimensional perspective, with various indicators for evaluating the construct. This article ends with an analysis of public data on the subject. There is a lot of information related to school infrastructure in official surveys, especially regarding schools physical infrastructure and spaces. The conceptual model created here identified that aspects related to well-being and equity have less coverage of information. Reformulations in the public data collection instruments would allow an alignment between national research and international scientific production.

Este artigo discute a relação entre o efeito do tipo de gestão organizacional de instituições de Ensino Superior e seus efeitos sobre o desempenho dos seus formandos no mercado de trabalho em termos de acesso a postos de maior pretígio ocupacional (PRATES, 2007; 2010). O artigo reúne dois estudos independentes sobre essa questão. O primeiro é um estudo de caso, realizado em 2008, com professores de instituições privadas de Ensino Superior e de uma universidade pública, a EACH (USP-Leste). O segundo, um estudo quantitativo realizado, em 2011, com dados da PNAD 2007, no intutito de testar, via modelos de regressão linear, se o tipo de instituição - pública ou privada, e o tipo de curso, bacharelado ou tecnológico - afeta o desempenho dos estudantes por elas formados em termos de acesso diferenciado à postos de trabalho com maior prestígio. A conclusão principal, porém não definitiva, é que a hipótese de Prates (2007; 2010) é bastante plausível, ou seja, que o ambiente institucional interno, gerado pelo tipo de gestão organizacional da instituição de Ensino Superior, afeta o nível de desempenho dos estudantes para o acesso à postos de maior prestígio ocupacional no mercado de trabalho.
This article discusses the effect of the relationship between types of organizational management of institutions of higher education and its effects on the performance of their graduates in the labor market, in terms of access to positions of higher occupational prestige (PRATES, 2007; 2010). The article brings together two independent studies on this issue. The first one is a case study, conducted in 2008, with faculty members of private institutions of higher education and with faculty members of a public university, the EACH (USP-Leste). The second is a quantitative study, conducted in 2011, with data from the PNAD 2007 with the purpose of testing, through linear regression models, whether either the type of institution - public or private, or/and the type of course, baccalaureate or technological - affects student performance in terms of unequal access to jobs with higher prestige in the labor market. The main conclusion, though not a definitive one, is that the Prates' hypothesis (2007; 2010) is a plausible one, namely that the institutional environment generated by the type of internal organizational management of the institution of higher education affects the level of student performance for getting the jobs of higher occupational prestige in the labor market

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