Desigualdades educacionais e socioeconómicas na população brasileira pré-universitária: Uma visão a partir da análise de dados do ENEM

Abstract

Based on an intergenerational perspective, the study examines the mitigation of the inequalities in the distribution of education, taking into consideration the relationships between educational achievements and socio-demographic attributes such as socioeconomic status and race/color. The research uses ENEM data and the observations spans from 2009 to 2012. In order to examine the educational inequalities, the analysis explores the Gini coefficient, the Lorenz curve and multilevel modeling data for the year 2012. Using the level of education, as well as the ENEM’s test scores, the evidence suggests the reduction of intergenerational inequalities in the distribution of education. In addition, the results indicate that educational performance is sensitive to socio-spatial and race-related variables. The multilevel analysis allowed the decomposition of the variance of educational outcomes at the pre-university level and for different UF's. Such approach reveals that the variability of results at the intra-municipal level is greater than at the inter-municipal setting. Moreover, empirical evidences indicates the existence of substantial performance variability among schools, suggesting that either schools or municipalities are relevant units for educational policies. The reduction of these disparities must be considered a priority issue. Additional research related to determinants of school effect, considering intra and extra-school dimensions, and educational effectiveness-oriented policies is needed.

Multilevel modeling of persistence in higher education

“…Even if conditioned to the university entrance score, the effect of admission to the first option course seems to catch the motivation and commitment of the student to finish the course successfully. This corroborates the literature according to which the higher the motivation and commitment, the less likely the student is to drop out of higher education (ENGLISH; UMBACH, 2016;CULLEN, 1973;PUSSER, 2006).…”

“…The distribution of educational resources does not guarantee the full development of the children or young adult regardless of their socioeconomic level" (p. 14). This kind of evidence brings to the debate the theme of the selection made by the education system and the process of access/admission to higher education (CHIROLEU, 2012;TAVARES et al, 2008;TRAVITZKI, FERRÃO and COUTO, 2016), jeopardizing future social mobility. However, studies on affirmative action programs in other countries, such as Brazil, show that the rate of persistence of the beneficiary students (quota holders) is higher, which corresponds to the higher graduation rate (MENDES JUNIOR, 2014).…”

“…Several authors (for example, PUSSER, 2006) report that despite the abundant research and debate on dropout (attrition, withdrawal process or evasion), less attention has been given to the development of a model for action aimed at increasing the persistence and, as such, improving the students' success. The authors propose a model that includes institutional factors as a complement to the students' variables.…”

Gêneros e suas nuances no ENEM

“…Desempenho dos participantes inclui 8 trabalhos e é a categoria mais próxima ao presente artigo. Desses trabalhos, 5 investigam majoritariamente o fator socioeconômico dos participantes do ENEM e seu impacto no desempenho dos mesmos, para os anos de 2009 a 2012 [Travitzki et al 2016], 2012 [Kleinke 2017], 2013 [Lobo et al 2017, Da Silva et al 2016], e 2009, 2012 e 2015 [Nascimento et al 2018]. Um estudo do percentual de acerto nas questões da prova e a comparação desse percentual considerando o sexo, o tipo de escola e a região dos participantes para os anos de 2009 a 2013 é descrito em [Pontes Junior et al 2016].…”

Felicidade! Passei no vestibular, mas a faculdade é particular: Paradoxos da educação superior brasileira

“…Com isso, a educação seria uma promotora da equidade no sentido da diminuição das desigualdades sociais por meio da inclusão social (Dias Sobrinho, 2010;Teixeira, 2005), uma fonte de criatividade e inovação e uma questão de direitos humanos (Santos & Tavares, 2016), bem como, um importante veículo de mobilidade relativa que pode ser acelerada mediante políticas públicas que promovam a mobilidade social (Travitzki, Ferrão, & Couto, 2016). Dentre as principais políticas públicas recentes para a educação superior brasileira que contribuem para a mobilidade social, destacam-se (1) a Lei de Cotas nas universidades públicas federais, que consiste em uma ação afirmativa de democratização da educação superior, com o objetivo de superar desigualdades sociais e educacionais históricas (Medeiros, Mello Neto, & Gomes, 2016); (2) (Santos & Tavares, 2016); e, (4) o REUNI que se propõe a ampliar o número de universidades públicas federais e o número de vagas ofertadas pelos seus cursos superiores (INEP, 2017c).…”