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Education Inequalities in Contemporary Brazil: Definition, Measurement, and Outcomes* * This article was written as part of the Educational Inequalities in Contemporary Brazil project, which is based at the Center for Public Policy Studies of the State University of Campinas (UNICAMP) and is supported by the Tide Setúbal Foundation. The authors would like to thank Vitor Maia Senna Delgado, Carolina Silva Pena, and Fernanda Luíza Tobias, who contributed to the project at various stages.

Abstract

This article proposes an indicator that describes each Brazilian municipality’s learning level of its elementary school students, as well as learning inequalities among groups of students defined by socioeconomic status, race, and sex. This indicator is necessary because learning inequalities are growing and are not observed by the country’s main educational indicator, the Basic Education Development Index (IDEB). This study initially conceptualizes justice in education, positioning itself in the debate on theories of justice. Then, it presents the methodological aspects of the indicator and the results obtained. The main finding is that the subjects and school grades in which the highest number of municipalities increased their learning levels are also those in which there was a strong increase in inequalities.

right to education; educational assessment; justice in education; education inequalities; IDEB

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