Trajetórias escolares de pretos, pardos e brancos no ensino fundamental: um estudo longitudinal com dados coletados em escolas do Norte, Nordeste e Centro-Oeste entre 1999 e 2003 Belo Horizonte

Abstract

This study analyses the quality of the time of permanence in elementary public schools for students from the North, Northeast and Mid-West of Brazil, under a racial perspective. Differences among black, mestizos and white concerning their schooling trajectories, length of permanence in the schools, drop out probabilities, schooling delay and grades in standard Portuguese Language and Mathematics test scores were verified. The data used was obtained from the only one longitudinal research about education in the final grades of elementary school in Brazil, conducted by INEP between 1999 and 2003. The data was analysed through the coding of school trajectories, survival analysis of the time length permanence of students from different social strata and the use of hierarchical regression models. We found evidence that, in school failure trajectories, the proportion of black is larger than the ones for mestizos or white students. Besides, in the sampled schools, black students have disadvantages in relation to white and mestizos for school grade in all years of the research, even when controlling for variables related to their socioeconomic origin and initial proficiency. Those results indicate that the black and mestizos categories should not be aggregated in educational analysis. Concerning the probability of school delay, we found significative differences among white and non-white, but not among black and mestizos. Racial differences regarding the probability of dropping out school were not found.