Atual implementação do tempo integral no ensino médio tende a acentuar desigualdades no Brasil

Bibliographic Data

ID5864015
AuthorsRodrigo Travitzki (0000-0002-0107-682X, Universidade de São Paulo, corresponding author)
Year2025
Volume27
Pagese0250039
Publication date2025-06-11
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueETD - Educação Temática Digital (JOURNAL)
Journal identifiersISSN: 1676-2592 • E-ISSN: 1676-2592
PublisherUniversidade Estadual de Campinas (PUBLISHER • BR)
DOI10.20396/etd.v27i00.8675807
OpenAlexW4411555444
LanguagePT
References cited20

The differences between Full Time (FT) schools and schools without FT in Brazil are investigated, in order to test the hypothesis that the current way of implementing this policy may accentuate educational inequalities. The 20,769 public high schools present in the 2022 School Census were analyzed. An indicator of inequality in FT was proposed, which measures the difference in socioeconomic status between students in the two types of school: FT and non-FT. The results show that in all states, with the exception of Paraíba, students at FT schools have a higher socioeconomic status. The most unequal states in this sense are those in the North region (with the exception of Pará), Maranhão, Mato Grosso and Distrito Federal. Furthermore, in all Brazilian regions, FT schools tend to have more white students, more selection exams and more indoor sports courts. With the exception of the South, which has few FT students, in all regions FT schools have more internet for learning and more science laboratories, in addition to being less rural. Another finding is that at least 75% of the socioeconomic status of public high schools can be explained by spatial location. Overall, the results suggest the need for changes in the implementation of FT in High School, accompanied by monitoring of inequalities

Education and Digital Technologies · Education Pedagogy and Practices · Medicine

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