Equidade educacional e vulnerabilidade social nos territórios: os casos das redes municipais do Ceará e de Fortaleza

Detalhes bibliográficos
Autor(a) principal: Ribeiro, Vanda Mendes
Data de Publicação: 2023
Outros Autores: Kasmirski, Paula Reis, Ayed, Choukri Ben
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/220656
Resumo: The present article is an analysis about the association between educational equity in municipal public primary schools, herein called PS, in Ceará State and in Fortaleza City (more than 70% of school enrollments), and social vulnerability in their territories, between 2011 and 2017. The Social Vulnerability Index (SVI) by Instituto de Pesquisa Econômica Aplicada (IPEA) [Applied Economics Research institute] was used in the study and schools were georeferenced. The concept of equity based on the poverty index model proposed by Foster, Greer and Thorbecke ( 1984) was operationalized in light of Crahay ( 2000) and Ribeiro ( 2014). Social markers, such as race/skin color, gender and economic class, were defined according to ‘Critério Brasil’ [Brazil Criterion]. All of them took into account students’ answers in questionnaires associated with ‘Prova Brasil’ [Brazil Test], and it allowed widening the sight over equity. It was possible concluding that equity was broadened in Ceará State, and that it has benefited social vulnerability zones in the territories, in a more remarkable way than in the Northeastern region and in Brazil. This trend also benefited traditionally disfavored social groups when social, gender and race/skin color markers were taken into account. Fortaleza shows signs of improved equity in high and low social vulnerability territories in comparison to the other Northeastern capitals.
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spelling Equidade educacional e vulnerabilidade social nos territórios: os casos das redes municipais do Ceará e de FortalezaEducational equity and social vulnerability in the territories: cases of Ceará State municipal networks in FortalezaCearáEquidadeDesigualdade educacionalImplementação de políticas públicasPolíticas educacionaisVulnerabilidade social no territórioCearáEquityEducational inequalityPublic policy implementationEducational policiesSocial Vulnerability in the territoryThe present article is an analysis about the association between educational equity in municipal public primary schools, herein called PS, in Ceará State and in Fortaleza City (more than 70% of school enrollments), and social vulnerability in their territories, between 2011 and 2017. The Social Vulnerability Index (SVI) by Instituto de Pesquisa Econômica Aplicada (IPEA) [Applied Economics Research institute] was used in the study and schools were georeferenced. The concept of equity based on the poverty index model proposed by Foster, Greer and Thorbecke ( 1984) was operationalized in light of Crahay ( 2000) and Ribeiro ( 2014). Social markers, such as race/skin color, gender and economic class, were defined according to ‘Critério Brasil’ [Brazil Criterion]. All of them took into account students’ answers in questionnaires associated with ‘Prova Brasil’ [Brazil Test], and it allowed widening the sight over equity. It was possible concluding that equity was broadened in Ceará State, and that it has benefited social vulnerability zones in the territories, in a more remarkable way than in the Northeastern region and in Brazil. This trend also benefited traditionally disfavored social groups when social, gender and race/skin color markers were taken into account. Fortaleza shows signs of improved equity in high and low social vulnerability territories in comparison to the other Northeastern capitals.Este artigo analisa a relação entre a equidade educacional em escolas públicas municipais do ensino fundamental 1 do Estado do Ceará e do município de Fortaleza (mais de 70% das matrículas) e a vulnerabilidade social nos seus territórios, entre 2011 e 2017. Usou-se o Índice de Vulnerabilidade Social (IVS) do Instituto de Pesquisa Econômica Aplicada (IPEA) e georreferenciou-se as escolas. Com base no modelo do índice de pobreza proposto por Foster, Greer e Thorbecke ( 1984), operacionalizou-se o conceito de equidade à luz de Crahay ( 2000) e Ribeiro ( 2014). Marcadores sociais como raça/cor, gênero e classe econômica, nesse caso, definidas à luz do Critério Brasil, todos considerando as respostas dos alunos aos questionários associados à Prova Brasil, permitiram ampliar o olhar sobre a equidade. Concluiu-se que, no Estado do Ceará, houve ampliação da equidade, beneficiando também os territórios de vulnerabilidade social nos territórios, de forma mais intensa que no país e no Nordeste. Essa tendência beneficiou também grupos sociais tradicionalmente desfavorecidos, quando se observa os marcadores sociais gênero e raça/cor. Em comparação com outras capitais do Nordeste, Fortaleza denota melhora da equidade em territórios de alta e média vulnerabilidade social.Universidade de São Paulo. Faculdade de Educação2023-12-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/xmlapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/22065610.1590/S1678-4634202349260580porEducação e Pesquisa; v. 49 n. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e260580Educação e Pesquisa; Vol. 49 No. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e260580Educação e Pesquisa; Vol. 49 Núm. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e2605801678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/220656/201726https://www.revistas.usp.br/ep/article/view/220656/201725https://www.revistas.usp.br/ep/article/view/220656/201724Copyright (c) 2023 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessRibeiro, Vanda Mendes Kasmirski, Paula Reis Ayed, Choukri Ben 2023-12-22T13:32:28Zoai:revistas.usp.br:article/220656Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2023-12-22T13:32:28Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Equidade educacional e vulnerabilidade social nos territórios: os casos das redes municipais do Ceará e de Fortaleza
Educational equity and social vulnerability in the territories: cases of Ceará State municipal networks in Fortaleza
title Equidade educacional e vulnerabilidade social nos territórios: os casos das redes municipais do Ceará e de Fortaleza
spellingShingle Equidade educacional e vulnerabilidade social nos territórios: os casos das redes municipais do Ceará e de Fortaleza
Ribeiro, Vanda Mendes
Ceará
Equidade
Desigualdade educacional
Implementação de políticas públicas
Políticas educacionais
Vulnerabilidade social no território
Ceará
Equity
Educational inequality
Public policy implementation
Educational policies
Social Vulnerability in the territory
title_short Equidade educacional e vulnerabilidade social nos territórios: os casos das redes municipais do Ceará e de Fortaleza
title_full Equidade educacional e vulnerabilidade social nos territórios: os casos das redes municipais do Ceará e de Fortaleza
title_fullStr Equidade educacional e vulnerabilidade social nos territórios: os casos das redes municipais do Ceará e de Fortaleza
title_full_unstemmed Equidade educacional e vulnerabilidade social nos territórios: os casos das redes municipais do Ceará e de Fortaleza
title_sort Equidade educacional e vulnerabilidade social nos territórios: os casos das redes municipais do Ceará e de Fortaleza
author Ribeiro, Vanda Mendes
author_facet Ribeiro, Vanda Mendes
Kasmirski, Paula Reis
Ayed, Choukri Ben
author_role author
author2 Kasmirski, Paula Reis
Ayed, Choukri Ben
author2_role author
author
dc.contributor.author.fl_str_mv Ribeiro, Vanda Mendes
Kasmirski, Paula Reis
Ayed, Choukri Ben
dc.subject.por.fl_str_mv Ceará
Equidade
Desigualdade educacional
Implementação de políticas públicas
Políticas educacionais
Vulnerabilidade social no território
Ceará
Equity
Educational inequality
Public policy implementation
Educational policies
Social Vulnerability in the territory
topic Ceará
Equidade
Desigualdade educacional
Implementação de políticas públicas
Políticas educacionais
Vulnerabilidade social no território
Ceará
Equity
Educational inequality
Public policy implementation
Educational policies
Social Vulnerability in the territory
description The present article is an analysis about the association between educational equity in municipal public primary schools, herein called PS, in Ceará State and in Fortaleza City (more than 70% of school enrollments), and social vulnerability in their territories, between 2011 and 2017. The Social Vulnerability Index (SVI) by Instituto de Pesquisa Econômica Aplicada (IPEA) [Applied Economics Research institute] was used in the study and schools were georeferenced. The concept of equity based on the poverty index model proposed by Foster, Greer and Thorbecke ( 1984) was operationalized in light of Crahay ( 2000) and Ribeiro ( 2014). Social markers, such as race/skin color, gender and economic class, were defined according to ‘Critério Brasil’ [Brazil Criterion]. All of them took into account students’ answers in questionnaires associated with ‘Prova Brasil’ [Brazil Test], and it allowed widening the sight over equity. It was possible concluding that equity was broadened in Ceará State, and that it has benefited social vulnerability zones in the territories, in a more remarkable way than in the Northeastern region and in Brazil. This trend also benefited traditionally disfavored social groups when social, gender and race/skin color markers were taken into account. Fortaleza shows signs of improved equity in high and low social vulnerability territories in comparison to the other Northeastern capitals.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-22
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dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/220656
10.1590/S1678-4634202349260580por
url https://www.revistas.usp.br/ep/article/view/220656
identifier_str_mv 10.1590/S1678-4634202349260580por
dc.language.iso.fl_str_mv por
eng
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eng
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/220656/201726
https://www.revistas.usp.br/ep/article/view/220656/201725
https://www.revistas.usp.br/ep/article/view/220656/201724
dc.rights.driver.fl_str_mv Copyright (c) 2023 Educação e Pesquisa
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Educação e Pesquisa
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 49 n. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e260580
Educação e Pesquisa; Vol. 49 No. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e260580
Educação e Pesquisa; Vol. 49 Núm. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e260580
1678-4634
1517-9702
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