Educational equity and opportunity to learn: Access to teachers in Brazil

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Abstract

The goal of this article is to evaluate students’ access to qualified teachers (regarding teacher education and experience), from 2001 to 2011 in Brazil. A logistic model was developed, with teacher characteristics as dependent variables and four independent variables: student characteristics (gender, race and socioeconomic status), system characteristics (private or public schools), states (26 states and one federal district) and territory (urban or rural). The database comes from the SAEB statistics, in Portuguese and Mathematics, on fifth and ninth grades. The results indicate the importance of the socioeconomic status in determining educational opportunities and the existence of three evolution patterns concerning the access to qualified teachers from 2001 to 2011. The final considerations focus on three actions: the definition of minimum standards, the development of compensatory policies as well as positive discrimination; and the investment on teacher training.

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How to Cite
Simielli, L. E. R. (2017). Educational equity and opportunity to learn: Access to teachers in Brazil. Education Policy Analysis Archives, 25, 46. https://doi.org/10.14507/epaa.25.2752
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Articles
Author Biography

Lara Elena Ramos Simielli, USP e CEPESP/FGV

Doutora e Mestre em Administração Pública e Governo pela Fundação Getulio Vargas e Bacharel em Administração de Empresas pela mesma instituição. Foi pesquisadora visitante na Faculdade de Educação da Universidade de Stanford, em 2014. Atualmente, é professora no Departamento de Administração Escolar e Economia da Educação da Faculdade de Educação da Universidade de São Paulo (FE/USP) e pesquisadora associada ao Centro de Política e Economia do Setor Público da Fundação Getulio Vargas (CEPESP/FGV).