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Item Educação e desigualdade em Minas Gerais : um diagnóstico a partir das transições educacionais(Fundação João Pinheiro, 2012) Assis, Marcos Arcanjo de; Costa, Bruno Lazzarotti Diniz; http://lattes.cnpq.br/2084604177044476; Costa, Bruno Lazzarotti Diniz; Guimarães, Alexandre Queiroz; Fernandes, Danielle CirenoThis work intends to carry out an analysis of educational inequality in Minas Gerais, in order to assess whether and how educational opportunities, with regard to the transitions between different stages of schooling, are unevenly distributed among different social groups and regions of the state. The study, which uses data from the Household Sample of Minas Gerais (PAD/ MG) performed in 2009 by João Pinheiro Foundation, presents: a) some educational indicators of the state in order to situate the recent development of educational opportunities in Minas Gerais; b) analyzes how completion rates of four school transitions were changing over time and among the regions of the state´s planning; and c) researches the determinants of the probabilities of performing educational transitions for young people from 6 to 19 years old in 2009, from the point of view of variables associated with the origin of these students. For this analysis, the logistic model of school progress was applied, widely used by other related studies. We conclude that despite of the modernization of the Brazilian society, of the improvement of the social conditions of families and educational reforms carried out and, finally, of the reduction of educational inequalities, striking phenomena since the second half of the twentieth century, the opportunities for further education are unevenly distributed among the students of Minas Gerais and are largely conditioned by their background.Item Escola, desigualdade e desempenho educacional : revisão de literatura e análise de dados do PROEB 2010(Fundação João Pinheiro, 2014) Gonçalves, Eugênio Celso; Costa, Bruno Lazzarotti Diniz; http://lattes.cnpq.br/2084604177044476; Costa, Bruno Lazzarotti Diniz; Ferreira Junior, Sílvio; Barros, Ângela Batista Rodrigues deThe universalisation of the secondary education, a phenomenon that can be observed in Organization for Economic Co-operation and Development (OECD) countries in the thirty years following the second world war brought a new challenge for human science: a formal education could reduce educational inequalities at its origin and thus contribute to reducing the social differences or, in counterpart, it could it be only a reproduction instrument of existing social and cultural differences? In this scenario, was developed an innovative and fertile research field that became known as the sociology of education. One of the first great pioneers of this new sociology branch; was Bourdieu, who introduced the reproduction theory by which school systems were seen as mechanisms of legitimation and perpetuation of hierarchies and social divisions. In the U.S.; Coleman concluded that school performance is primarily influenced by socioeconomic diferences among students and pointed out the significant limitations of the education system ability to promote social equality. Once the literature of recent decades challenges the findings of Coleman and his contemporaries' work and indicates that there may be a significant relationship established between the school's performance and a set of variables that are directly related to the existence of a conducive learning environment. These critics argue that the pioneering research adopted a reductionist view of the school's paper, treated sometimes as a simple input-output matrix, subject to assessments based predominantly on quantitative methods. Thus, on one hand, the reproduction theory, and on the other, the studies of Coleman and his colleagues, presents the research conducted in the last two decades to bring to center the academic debate on a fundamental question: Are the schools just a mere reproduction instrument of an ex post social reality or are there relevant intra-school factors that determine the students' performance, that goes beyond the social and cultural background that they carry and the level of their parents expectation? This study will seek to investigate the nature of these educational factors that are unique to the academic institution and to what extent they affect the students' performance, especially in countries marked by strong social and educational inequalities such as Brazil.Item Um estudo sobre a desigualdade educacional dos jovens em Belo Horizonte-MG(2004) Franco, Alexandre Norberto Canuto; Leal Filho, Raimundo de SousaDentre as causas da desigualdade social, estudos econômicos trazem provas de que a de maior importância é a desigualdade educacional da população, que pode ser causada por fatores de demanda das famílias por educação (capital econômico das famílias, capital social e capital cultural). As desigualdades, inclusive a educacional, apresentam-se em espaços geográficos, aqui denominados de campos, inferiores aos limites municipais. A partir desses 3 aspectos da desigualdade, procura-se, com este trabalho, construir um modelo analítico para o estudo da desigualdade educacional entre níveis de desagregação espacial inferior aos municípios, com base nos dados da Pesquisa Origem e Destino 2001-2002 - OD para a população jovem entre 7 e 24 anos. O teste empírico deste modelo é feito com base nos dados do município de Belo Horizonte e seus resultados apontam para a validação dos aspectos teóricos e do uso dos dados da OD para análises de maior nível de desagregação, além de exibir diagnósticos mais condizentes com as realidades dos municípios, que possuem desigualdades entre seus espaços geográficos que não são exibidas em análises e/ou por indicadores municipais agregados.