Território e segregação escolar: um estudo da cidade de Belo Horizonte

• Ano de defesa: 2017
• Autor(a) principal: Igor Adolfo Assaf Mendes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Segregação escolar; Educação; Segregação urbana; Segregação na educação; Belo Horizonte (MG) Educação; Estatística educacional; Segregação; Sociologia educacional; Igualdade na educação; Educação e Estado; Educação Estatística; Discriminação na educação
• Link de acesso: http://hdl.handle.net/1843/BUOS-AQQHHA

Is there an association between urban and school segregation? Answering this question is the objective of this research that addresses the phenomenon of school segregation in schools located in the city of Belo Horizonte, and belonging to the municipal and state educational networks. The study uses secondary data from the Population Census of 2010 and the School Census from the years 2010 to 2015 to calculate the index of urban and school segregation of the administrative regions of the capital of the state of Minas Gerais. Three stages of the schooling process were addressed: Elementary School I, Elementary School II and High School. The indices were calculated in relation to two variables: level of schooling and race for urban segregation; And age-grade distortion and race of the students enrolled in regular education for school segregation. The research sought to relate the results found, on the one hand, to the History of the formation of the city and, on the other, with demographic and sociological factors that allow to capture the dimension of the urban segregation of the administrative regions. In addition, the research also discusses the relationship between the system of regulation of enrollment and school segregation, considering that the system practiced in Belo Horizonte is sectorization (popularly called "school registration") that associates place of residence with enrollment in the public educational institutions. The results found point to: (i) a tendency to reduce the school segregation index from the racial point of view in the last six years; (ii) tendency to increase the school segregation index from the point of view of age-grade distortion in the last six years; (iii) the existence in Belo Horizonte of a school segregation pattern that varies according to the Administrative Region, and that regions that present greater racial and social diversity in the occupation of their territory have the relatively lower rates of school segregation consistent throughout the years, with little variation from one year to the next; (iv) the correlation between the indices of urban segregation and school segregation is little relevant from the statistical point of view.