Desigualdades de trajetórias educacionais na educação básica brasileira

Detalhes bibliográficos
Ano de defesa: 2023
Autor(a) principal: Isis Arantes Maciel de Souza
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Tese
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Minas Gerais
Brasil
FAE - FACULDADE DE EDUCAÇÃO
Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social
UFMG
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://hdl.handle.net/1843/72311
Resumo: This work aims to answer the question: do the characteristics of schools produce effects capable of reducing the chances of complications in school trajectories when the individual variables of students are controlled? Through an empirical and quantitative investigation, we answer this question with two contributions. The first is a sketch of the scenario of Brazilian school trajectories in the last decade. This photograph makes it possible to follow and understand the funnel that is the Brazilian educational system over the years. The second is in these trajectories placed under three theoretical premises through analytical models. The objective of the models was to map the research object to guide managers in the elaboration of public policies capable of increasing regular trajectories with educational equity. The main results are the effect of teacher training and regularity on students failing and dropping out of school. The work also discusses the imputation of missing cases in educational databases and how this methodology can impact students who stop attending school. Our main result is the effect of adequate teacher training on regular trajectories.