Desigualdades de trajetórias educacionais na educação básica brasileira

Abstract

This work aims to answer the question: do the characteristics of schools produce effects capable of reducing the chances of complications in school trajectories when the individual variables of students are controlled? Through an empirical and quantitative investigation, we answer this question with two contributions. The first is a sketch of the scenario of Brazilian school trajectories in the last decade. This photograph makes it possible to follow and understand the funnel that is the Brazilian educational system over the years. The second is in these trajectories placed under three theoretical premises through analytical models. The objective of the models was to map the research object to guide managers in the elaboration of public policies capable of increasing regular trajectories with educational equity. The main results are the effect of teacher training and regularity on students failing and dropping out of school. The work also discusses the imputation of missing cases in educational databases and how this methodology can impact students who stop attending school. Our main result is the effect of adequate teacher training on regular trajectories.