Desigualdades de condições de oferta de ensino médio regular em Goiânia

• Autor(a) principal: Nicacio, Patrícia Pereira da Silva
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/6120
• topic: Desigualdade educacional; Ensino médio; Condições de oferta; Educational inequality; High school; Educational supply conditions; CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO

This work aims to contribute within the study of inequalities in educational supply conditions, under the approach of the right to acquire education. The analysis focuses on the regular high school, since this educational stage hasn’t been contemplated in Brazilian researches that address educational inequality. The research objectives are to identify, highlight and analyze inequalities in regular high school supply conditions in the city of Goiânia; therefore, both analysis and discussions were driven from the management perspective, aiming to contribute to the formulation of public policies. Two databases were built , the first consisting of the weighting variables areas and other variables for the schools. From these databases the descriptive analyzes, of clusters and spatial were performed. The areas of weighing were classified according to socioeconomic status (SES), schools were characterized as supply conditions. It was found that areas with NSE schools have less favorable supply conditions. Moreover, in areas where the percentage of young black men is higher, both the NSE area as the socioeconomic index (INSE) schools have lower values than regions with lower percentage of blacks. Another finding is that in schools located in areas with lower SES, distortion and dropout rates are higher, which shows the influence of the NSE in school performance. These findings demonstrate that there is inequality in the regular high school supply conditions in Goiânia and the worst conditions present in areas with lower socioeconomic status. This shows that the distribution of educational supply conditions haven’t been done in an equitable manner and therefore it’s necessary for educational policies focusing on equitable distribution of supply conditions, in order to provide teaching conditions consistent to the reality of students.