Educational equity in vulnerable territories

This present article aimed to analyze the educational equity among state schools located in vulnerable territories in the city of Guarulhos. The analysis involves the final year of elementary and high school. The database used was formed by data from the School Performance Assessment System of the S...

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Published inRevista Tempos e Espaços em Educação (Online) Vol. 15; no. 34; p. e16958
Main Authors Barbosa, Emerson Soares, Cruz, Maria do Carmo Meirelles Toledo, Ribeiro, Vanda Mendes
Format Journal Article
LanguageEnglish
Published 23.06.2022
Subjects
Basic education
Desigualdad educativa
Desigualdade educacional
Educación básica
Educational inequality
Educational politics
Educação básica
Guarulhos
Política educacional
Política educativa
Social vulnerability
Vulnerabilidad social
Vulnerabilidade social
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Summary:This present article aimed to analyze the educational equity among state schools located in vulnerable territories in the city of Guarulhos. The analysis involves the final year of elementary and high school. The database used was formed by data from the School Performance Assessment System of the State of São Paulo (Saresp) and the São Paulo Social Vulnerability Index (IPVS). A quantitative approach was used, and the data set was examined using descriptive and variance analysis, with social vulnerability in the territories and the color/race of students as independent variables and the average of the Basic Education Development Index of the State of São Paulo (Idesp), performance level in Portuguese, Mathematics and school flow as dependent variables. The results in the analyzed teaching stages demonstrate the existence of variations and distances between the learning of students enrolled in schools with different levels of social vulnerability, interfering with the advancement of educational equity, with prejudice to students from schools with greater vulnerability.
ISSN:2358-1425
2358-1425
DOI:10.20952/revtee.v15i34.16958