Desigualdade de resultados educacionais em meio à expansão do sistema de ensino: Um estudo considerando o caráter posicional da escolaridade

André Ricardo Salata

doi:10.15448/1984-7289.2022.1.43097

Authors

André Ricardo Salata Pontifícia Universidade Católica do Rio Grande do Sul (Pucrs), Porto Alegre, RS, Brasil. https://orcid.org/0000-0002-7236-4917

DOI:

https://doi.org/10.15448/1984-7289.2022.1.43097

Keywords:

Inequalities, Educational outcomes, Positional education, Classes, Social Stratification

Abstract

The paper deals with the relationship between social origin and educational outcomes. The objective is to verify if the increasing schooling of the Brazilian population was able to weaken the relationship between class of origin and achieved education. We use relative measures of schooling, which reflect the distribution of education among the population and/or its value in the labor market. The empirical analysis is guided by the comparison of the results of statistical models that use absolute and relative measures of schooling. Such models are applied to data collected in 1982, 1996 and 2014, for individuals aged between 28 and 41 years, thus forming three distinct cohorts. The data come from the Pnads – IBGE, and are analyzed using linear (OLS) and non-linear (logit-ordinal) models. The results support the hypothesis that, by adopting relative measures of education, we arrive at less optimistic estimates about the capacity of educational expansion to reduce the effect of class origin on the level of schooling achieved.

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Author Biography

André Ricardo Salata, Pontifícia Universidade Católica do Rio Grande do Sul (Pucrs), Porto Alegre, RS, Brasil.

Professor de Sociologia do Programa de Pós-graduação em Ciências Sociais da Pontifícia Universidade Católica do Rio Grande do Sul (Pucrs), Porto Alegre, RS, Brasil. Mestre e doutor em Sociologia pela Universidade Federal do Rio de Janeiro (UFRJ), Rio de Janeiro, RJ, Brasil.

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