UNIVERSALIZAÇÃO DA EDUCAÇÃO NOS MUNICÍPIOS BRASILEIROS

Diego Pinheiro Alencar,Juheina Lacerda Ribeiro Viana Alencar,Adenilda Rodrigues Da Silva Junqueira

doi:10.4215/rm2020.e19017

Diego Pinheiro Alencar, Juheina Lacerda Ribeiro Viana Alencar + Show 1 more

Open Access

https://doi.org/10.4215/rm2020.e19017

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Journal: Mercator	Publication Date: Dec 15, 2020
License type: cc-by

Affiliation: Instituto Federal Goiano

Abstract

The educational inequalities in Brazil may be illustrated by the first Census of 1872, which pointed out that 15.11% of the country's population was composed of slaves. In that year, 50.95% of the population was considered illiterate. The related studies to the Brazilian social issue point to the North and Northeast regions as the most vulnerable in the national territory, a dynamic also reflected in educational opportunities. The population of the Northeast region, for example, presents a primary education completion rate of 27.43% lower in relation to the population living in the Southeast region. The Brazilian social inequality manifests itself in different dimensions, such as the cutting out of gender, ethnicity and region. At the municipal level, the percentage representation of the non-conclusion of the primary education is more evident in sparsely populated municipalities, with a predominantly rural population. In this profile of municipality, Youth and Adult Education is an important mechanism for tackling educational inequalities, especially when articulated with social protection policies. Keywords: Educational opportunities. Income inequality. Youth and Adult Education. Brazilian municipalities.

Highlights

Brazilian educational inequalities present intensified indicators, especially when cases from North and Northeast regions are observed, according to Ribeiro
In different public policy contexts, the socio-historical trajectory of EJA in Brazil has a strict relation with social inequality, which manifests itself in aspects such as income, gender, color and region
The EJA receives the status of national project, represented in programs in actions, after the promulgation of the Constituição Federal de 1988 (Constitution of Brazil)

Summary

Introduction

Brazilian educational inequalities present intensified indicators, especially when cases from North and Northeast regions are observed, according to Ribeiro After analyzing the extreme poverty indicators in Brazil, Alencar (2020) noted the higher proportional rate in rural areas, focusing North and Northeast regions.

Results

Conclusion