Desigualdade social e desigualdade educacional : indicadores educacionais e o contexto socioeconômico da população em interface

Abstract

This study is in the field of Educational Policies, discussions on the quality of education and, specifically, in the field of Assessment. The dissemination of the Basic Education Quality Development Index has been going on for more than a decade in Brazil and its implications have been discussed even before its implementation. In this sense, socioeconomic inequalities have been identified as a key-element for the reading of educational indicators. The set of theoretical assumptions that guide the methodological procedure of this investigation has a dialectical nature. A structural dimension was given to this work, without excluding the analysis of conjunctural elements that were perceived from the factual elements pointed out by the empirical survey of the researched reality. From this perspective, the historical-critical methodology was adopted. In terms of technical resources, we use basic analytical statistics for the treatment of quantitative data. The city of Canoas / RS demonstrates particular concern with the evaluation of school performance, establishing an evaluation policy at the municipal level. This factor leads us to investigate how the performance of schools in educational indexes is given. The research, therefore, aims to investigate the extent to which there is a relationship between a set of socioeconomic and demographic indicators generated from the results of the 2010 Demographic Census, and the results obtained by two schools in the municipality of Canoas / RS in the IDEB. In addition, in the set of educational indicators, the work also includes the rates of school dropout, failure, and age-grade distortion that, when added together, generate the school failure index. The main empirical elements for this investigation are the indicators collected from the IBGE site and include socioeconomic and demographic characteristics of the population of two neighborhoods, where the public schools studied are located. To do so, cross-referencing educational data with income, literacy and population indicators, analyzing average nominal income and distribution of the neighborhood population according to monthly nominal income classes. The study concludes that there is a substantial relation between social inequalities and educational inequalities, which indicates that school performance is impacted by the social contexts in which schools are inserted and that these elements should be considered for a real understanding of educational indicators.