RETURN ON INVESTMENTS IN BASIC EDUCATION IN ALAGOAS IN HIGH SCHOOL (2022-2024)

Abstract

The present study has as its theme the discussion of the return on investments made in secondary education during the time period from 2022 to 2024. As a justification for the choice of the theme, the relevance of discussing the implementation of affirmative actions that present the intention of reducing dropout and leveraging the teaching and learning process is highlighted. Among them, the School 10 Program and the Teacher Mentor Program stand out here. Thus, the general objective of this research is to discuss how the social feedback of the investment in basic education in high school in Alagoas takes place. To this end, it is emphasized that this study is descriptive and qualitative with a non-experimental approach and presents education as a field of study. In consonance, the examination then carried out is expressed as a bibliographic research since it has a national scope, mainly state, as the content in question is of full interest to Alagoas society; However, it can serve as an example for other Brazilian states. Therefore, issues such as salary disparities and different returns for educational institutions in the face of government investments, the entry into secondary and higher education for low-income students, the role of the teacher and the different returns on investments in education are discussed here. In these aspects, the results show that the salary disparity among teachers is a chronic problem in Brazil. In Alagoas, the starting salary of a teacher is R$5,501.43, while in Mato Grosso do Sul it is R$12,380.66 (data obtained in January 2025). Therefore, there is a very large discrepancy in the results that Alagoas has shown in the national ranking and the salary of teachers in this network. In other words, there is an inversely proportional magnitude in this dealing. However, the research concludes that government investments in basic education can have different jobs and returns. Factors such as participatory and empathetic management, infrastructure, teaching materials, and political will are also relevant for improving educational outcomes. Accordingly, the opportunity to enter high school and higher education is crucial for low-income students and it is with this perspective that the state of Alagoas invests in educational programs, such as encouraging the payment of a completion scholarship for students who take the National High School Exam (ENEM); However, it is worth noting that despite the investments made, it is necessary to promote new demonstrations such as the promotion of thermal comfort, the appreciation of education workers and the requirement of proof of learning development. In addition, the research also highlights the fundamental role of the teacher for the success of students and it is through this argument that investments in education boost the state's economy and reaffirm that education is the foundation for a more egalitarian, prosperous and just society. In summary, the research concludes that affirmative action programs can give a return on investment in education. The implementation of public policies aimed at education can prevent dropout, promote the teaching and learning process, stimulate social transformations, cultural changes and encourage individual and, consequently, collective growth. Such acts push for the uplift in the quality of life of individuals, especially those from Alagoas.