Equidade educacional e vulnerabilidade social nos territórios: os casos das redes municipais do Ceará e de Fortaleza
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Outros Autores: | , |
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. |
id |
USP-11_3a6830f9d80f5812f7646a7b979a9b6f |
---|---|
oai_identifier_str |
oai:revistas.usp.br:article/220656 |
network_acronym_str |
USP-11 |
network_name_str |
Educação e Pesquisa |
repository_id_str |
|
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 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
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 |
language |
por 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 |
dc.format.none.fl_str_mv |
text/xml application/pdf application/pdf |
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 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
_version_ |
1800237485782990848 |