Trajetórias escolares no Brasil entre 2008 e 2018: uma análise de sequência

• Ano de defesa: 2023
• Autor(a) principal: Estevão de Almeida Vilela
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FACE - FACULDADE DE CIENCIAS ECONOMICAS; Programa de Pós-Graduação em Demografia; UFMG
• Palavras-chave em Português: Trajetória escolar; Curso de vida; Análise de sequência; Demografia; Educação; Aspectos econômicos; Brasil; Educação básica
• Link de acesso: http://hdl.handle.net/1843/60066

Education is everyone’s right and the duty of the State and the family, whose principle is equal conditions for access and permanence in school. Historically, the Brazilian educational system has combined high repetition and dropout rates, which demonstrates the low efficiency of the educational system. The school trajectories of Brazilian students are marked by intercurrences that make it difficult to complete basic education in the expected time. The general objective of this work is to characterize the school trajectories of the cohort of students entering the 2nd year of elementary school in Brazil in 2008 and the associated demographic and socioeconomic differentials. An Educational Life Course perspective is adopted, through which the educational trajectory is analyzed as a process of accumulating experiences in the education system. As a methodology, the sequence analysis framework is used and the school trajectory is investigated as a unit of analysis, considering it in its entirety. The results show that less than half of the students in the cohort analyzed in this work were in the 3rd grade of high school in the expected time and 27% of the students dropped out in some year between 2008 and 2018. The patterns of trajectories identified show that there are students who went through the education system with little or no intercurrence, while there are students whose trajectory was marked by one or more repetitions and was interrupted by evasion, either at the beginning, in the middle or at the end of basic education. Male, brown, or black students and lower socioeconomic status are overrepresented in the school trajectory patterns associated with higher grades of repetition and dropout rates, especially dropouts in the initial stages of basic education. The patterns of school trajectories identified can contribute to a more accurate diagnosis of the educational reality of the Brazilian education system.