Desigualdad de resultados educativos en medio de la expansión del sistema educativo
Un estudio considerando el carácter posicional de la escolaridad
DOI:
https://doi.org/10.15448/1984-7289.2022.1.43097Palabras clave:
Desigualdades, Resultados educativos, Educación Posicional, Clases, Estratificación socialResumen
El artículo trata de la relación entre el origen social y los resultados educativos. El objetivo es verificar si la creciente escolaridad de la población brasileña logró debilitar la relación entre origen de clase y escolaridad alcanzada. Usamos medidas relativas de escolaridad, que reflejan la distribución de la educación entre la población y/o su valor en el mercado laboral. El análisis empírico se guía por la comparación de los resultados de modelos estadísticos que utilizan medidas absolutas y relativas de escolaridad. Dichos modelos se aplican a los datos recopilados en 1982, 1996 y 2014, para personas de entre 28 y 41 años, formando así tres cohortes distintas. Los datos provienen de las Pnads – IBGE, y son analizados utilizando modelos lineales (OLS) y no lineales (logit-ordinal). Los resultados apoyan la hipótesis de que, al adoptar medidas relativas de educación, llegamos a estimaciones menos optimistas sobre la capacidad de la expansión educativa para reducir el efecto del origen de clase sobre el nivel de escolaridad alcanzado.
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