Education Inequalities in Contemporary Brazil

Definition, Measurement, and Outcomes

Bibliographic Data

ID9684375
AuthorsMauricio Ernica (0000-0001-9911-7011, Universidade Estadual de Campinas (UNICAMP)), Edvaldo Costa Rodrigues (0000-0002-3305-7228, Universidade Federal de Ouro Preto, Brazil; Stanford University, USA), José Francisco Soares (0000-0002-1630-4805, Universidade Federal de Minas Gerais)
Year2025
Volume68
Issue1
Publication date2025-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDados (JOURNAL)
Journal identifiersISSN: 0011-5258 • E-ISSN: 1678-4588
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/dados.2025.68.1.345x
OpenAlexW4397008723
LanguageEN
References cited9

This article proposes an indicator that describes each Brazilian municipality’s learning level of its elementary school students, as well as learning inequalities among groups of students defined by socioeconomic status, race, and sex. This indicator is necessary because learning inequalities are growing and are not observed by the country’s main educational indicator, the Basic Education Development Index (IDEB). This study initially conceptualizes justice in education, positioning itself in the debate on theories of justice. Then, it presents the methodological aspects of the indicator and the results obtained. The main finding is that the subjects and school grades in which the highest number of municipalities increased their learning levels are also those in which there was a strong increase in inequalities

Geography · Inequality · Mathematical analysis · Mathematics education · Political science · Sociology · Income, Poverty, and Inequality · Intergenerational and Educational Inequality Studies · Mathematics · Poverty, Education, and Child Welfare

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Open DOIOpen Access