O objetivo deste trabalho é verificar a hipótese de discriminação no mercado de trabalho para homens e mulheres, segundo a sua auto-identificação racial - brancos ou pardos e negros - em dois estados brasileiros de predominância étnica distinta: Bahia e São Paulo. Os testes estatísticos foram realizados empregando um modelo probit. Os resultados indicam que a discriminação racial e por gênero estão presentes no mercado de trabalho brasileiro, de acordo com as categorias analisadas - dirigentes e ge-rentes, empregados com registro e empregados sem registro. Constata-se também que não há indícios de presença de discriminação racial entre os ocupados mais pobres - que pertencem ao primeiro quintil da distribuição de renda familiar per capita - embora neste grupo se verifique a discriminação contra a mulher.
This paper attempts to verify the hypothesis of discrimination in the Brazilian labor market for men and women, according to their racial auto-identification - white or black - in the states of Bahia and São Paulo. A probit model has been applied for the accomplishment of the tests. The results show that the discrimination is alive in the Brazilian labor market against black people and women, especially black women. It was not found any evidence of racial discrimination among the poorest population, but among this group the discrimination against women persists
Resumo Professores constituem um dos componentes mais relevantes no processo educacional. O perfil, a remuneração, as condições de trabalho e a forma de atuação dos professores contribuem de forma significativa para o desempenho dos alunos. O presente artigo analisa os dados mais atuais disponíveis sobre os professores brasileiros: quem são, onde trabalham, quanto ganham, que impacto produzem. Essas são informações essenciais para entender a realidade, tendências e possibilidades de intervenção. O estudo se divide em três partes. Na primeira, caracteriza a quantidade de professores por nível de ensino e apresenta dados a respeito de seu perfil. Na segunda parte, apresenta dados referentes à remuneração e às tendências recentes de aumento dos salários. Na terceira, discute o impacto real e potencial de professores em um sistema de ensino. O artigo conclui com reflexões a respeito de possíveis caminhos para aumentar a eficiência e a eficácia das redes públicas de ensino, e, possivelmente, também da rede privada.
Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in Rights and PermissionsAll rights reserved.The text and data in this publication may be reproduced as long as the source is cited. Reproductions for commercial purposes are forbidden. International Policy Centre for Inclusive Growth (IPC -IG)Poverty Practice, Bureau for Development Policy, UNDP Esplanada dos Ministérios, Bloco O, 7º andar 70052-900 Brasilia, DF -Brazil Telephone: +55 61 2105 5000 E-mail: ipc@ipc-undp.org URL: www.ipc-undp.orgThe International Policy Centre for Inclusive Growth disseminates the findings of its work in progress to encourage the exchange of ideas about development issues. The papers are signed by the authors and should be cited accordingly. The findings, interpretations, and conclusions that they express are those of the authors and not necessarily those of the United Nations Development Programme or the Government of Brazil.Working Papers are available online at www.ipc-undp.org and subscriptions can be requested by email to ipc@ipc-undp.orgPrint ISSN: 1812-108X EXTERNALITY AND BEHAVIOURAL CHANGE EFFECTS OF A NON-RANDOMISED CCT PROGRAMME: HETEROGENEOUS IMPACT ON THE DEMAND FOR HEALTH AND EDUCATION *Clarissa Teixeira;** Fabio Veras Soares;** Rafael Ribas;*** Elydia Silva**** and Guilherme Hirata***** ABSTRACTThis paper investigates the impact of the pilot phase of Paraguay's conditional cash transfer programme, Tekoporã, on the demand for healthcare and education, and how much of this impact was due to the cash transfers and/or due to changes in behaviour/preferences, possibly as an effect of other, non-monetary programme components such as the conditionalities and family support visits. It also explores the presence of externalities effects through a decomposition of the average treatment effect on the treated (ATT) into participation and externality effect. This decomposition was possible thanks to the use of two distinct comparison groups, one within the village and possibly exposed to the externality, and another in a different district not affected by the programme. The results indicate that the programme was successful in improving children's attendance at school and increasing visits to the health centres. They also suggest that the positive impacts do not reach non-beneficiary families (no externality effect). In the pilot phase, with no conditionality enforcement in place, the role of conditionality and social worker visits is not yet clear. No differential effect was found for those who w...
This paper presents impacts of the pilot conditional cash transfer programme in Paraguay. The choice of outcomes of interest is based on the work developed by the family counselling component undertaken by social workers. Propensity score techniques are used to deal with the problem of non-random treatment assignment. Tekopora has had a positive effect on investment in agriculture, savings, and on the possession of identity card, but did not have much impact on access to credit and on social participation. These results suggest that conditional cash transfer programmes can have impacts that go beyond the usual impacts on consumption, and health and education outcomes.conditional cash transfers, impact evaluation, propensity score matching,
Background To examine whether (1) a parent-child reading program (Universidade do Bebê [UBB]), conducted in Brazil pre-pandemic can support parenting and parent-child reading 6 months into the pandemic, (2) cognitive stimulation at pandemic onset mediates effects of UBB on these outcomes, and (3) UBB pre-pandemic buffers associations between COVID-19-related distress and parenting/parent-child reading 6 months into the pandemic. Methods 400 women, either pregnant or with children 0–24 months, were randomized to UBB ( n = 200) or control groups. UBB consisted of monthly parent workshops focusing on parent-child reading and a book-lending library. Assessments pre-pandemic (June-2019) and at pandemic onset (April-2020) included cognitive stimulation. Assessments 6 months into the pandemic (October-2020) included COVID-19 exposure/impact/distress, as well as parenting and parent-child reading. Results 133 families ( n = 69 UBB) contributed data 6 months into the pandemic. Participation in UBB pre-pandemic was associated with parent-child reading but not parenting 6 months into the pandemic. Indirect effects of UBB through cognitive stimulation at pandemic onset were observed for both outcomes. Increased COVID-19-related distress was significantly associated with reduced parenting/parent-child reading 6 months into the pandemic in the control group only. Conclusion Promotion of cognitive stimulation pre-pandemic may have reduced risk for effects of the pandemic on parenting/parent-child reading. Clinical trial registration The trial has been registered with the Brazilian Clinical Trials Registry RBR-29RZDH on 05/28/2018. Impact This is the first study showing sustained impacts of a reading aloud intervention beginning in pregnancy and early infancy implemented pre-pandemic. Findings suggest that participation in a reading-aloud intervention buffered associations between COVID-19 distress and parenting/parent-child reading 6 months into the pandemic. Novel empirical evidence suggests that promotion of cognitive stimulation prior to the pandemic may buffer its impacts on parenting and parent-child book reading following onset in low- and middle-income countries. Findings provide important new support for implementation of parent-child reading aloud programs and likely have implications for early childhood development beyond the COVID-19 pandemic for disasters generally.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
334 Leonard St
Brooklyn, NY 11211
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.