A DISTOPIA DO MÉRITO: DESIGUALDADES ESCOLARES NO ENSINO MÉDIO BRASILEIRO ANALISADAS A PARTIR DO ENEM
DOI:
https://doi.org/10.22409/tn.v19i39.48130Abstract
Historically, it is possible to conceive at least three analytical properties that can define how educational inequalities are manifested within the education systems. Such properties are given by the notions of inclusion - which is related to the availability of educational assistance in the face of a provided social demand - in a specific historical and geographical context; progressivity - which involves an ability to include in this educational service the poorest population and in conditions of socioeconomic vulnerabilities, so that there is access, permanence and completion of schooling for all social groups. And finally, by the notion of specification - which involves some type of internal organization of the school offer marked by the institutional and / or formative subdivision of the system, which is capable of directing, directly or indirectly, as chances of access to higher or higher school trajectories. less prestige and social appreciation in this same society. The rate can affect educational inequalities as it produces differentiations and hierarchies in the allocation of scholars from different social classes / socioeconomic groups within the educational system. Based on these analytical properties, we seek to analyze the phenomena that have marked the expansion of school attendance in Brazilian high school in recent years. We try to show that this expansion deserves more in-depth analyzes, given its discontinuities and ambiguities, since high school remains one of the most challenging stages in the search for democratization of the educational system in the country. One of the limitations that have been historically and uninterruptedly in the country, is related to the scarcity of data and information about this phenomenon. Against this background, the main objective of this study was to analyze the socioeconomic, cultural, work-related profile and trends observed in the school trajectories of students who passed through Brazilian high school in the historical series from 1998 to 2014. The research was carried out predominantly using data from the ENEM socioeconomic questionnaire, in addition to other census and / or sample data. The results of the work show that the movement for inclusion and progressivity - verified also by other researches - did not translate into the democratization of school opportunities at this stage. Our progression that despite important changes related to the noticeable greater access and conclusion at this stage, there are historical patterns of supply in the educational system that act as mechanisms for the Brazilian production of school inequalities, which can be perceived through curricular, formative and institutional differentiations.
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