Abstract
The main goal of this study is to verify the effects of cultural capital on students' performance in an official test applied by the Brazilian government, as part of the National Assessment of Basic Education (Saeb). The data set used is from 2003 and involves 52.434 students. The standard test is applied every two years in the fields of mathematics and languages. A questionnaire is applied along with the test in order to measure the student's characteristics as well as their families' profile. The question of this research is: what is the impact of cultural capital on student's performance in the Saeb test? The theoretical approach is based on the work of Pierre Bourdieu. As contributions of Brazilian scholars the study includes the ideas of Nelson Silva and Carlos Hasenbalg and Carlos Ribeiro. The model of study considered the students' grades in the Saeb test as the dependent variable and the cultural capital as the main independent variable. The descriptive analysis was used as well as regression models in order to obtain the effect of the independent variables over the dependent one. The preliminary and main results show that there is significant association between levels of cultural capital and student's performance in the Saeb test. Specifically, there is a significant and positive correlation between parents' education, computer ownership, access to internet and newspaper reading with the performance in the Saeb test.
Highlights
This article aims to verify the impact of external cultural elements to schooling on the performance of Brazilian students in basic education, who participated in the National Assessment of Basic Education (Saeb) in 2003, coordinated by the Ministry of Education (MEC)
This study aims to measure the impact of cultural capital of Brazilian students in their educational performance
The results show that parents' education and type of school are key factors in relations of unequal opportunities that affect education
Summary
This article aims to verify the impact of external cultural elements to schooling on the performance of Brazilian students in basic education, who participated in the National Assessment of Basic Education (Saeb) in 2003, coordinated by the Ministry of Education (MEC). From Saeb, held every two years by the National Institute for Educational Studies and Research "Anísio Teixeira" (INEP), we took the Prova. A part of them could clarify the relations between social inequalities and students’ performance. In this scenario, albeit the different approaches, it is important to highlight the works of Coleman [1], Bourdieu [2], Forquin [3] and Bernstein [4], among others, in the international field. In Brazil, for instance, the studies of Silva and Hasenbalg [5], Barbosa [6], Nogueira, Cunha, Viana and Resende [7], Soares and Collares [8], Gamboa and Waltenberg [9] are considered important references
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