Política universal de vouchers no Chile: Compreendendo seu impacto sobre a educação pública municipal chilena

Autores

  • Jaime Portales University of Texas at Austin
  • Julian Vasquez Heilig University of Texas at Austin

DOI:

https://doi.org/10.14507/epaa.v22n72.2014

Palavras-chave:

Vouchers, escolha de escola, Chile, educacão em contexto urbano, privatização.

Resumo

O presente estudo mostra que as possibilidades de mobilidade educativa e a escolha de escolas por famílias e alunos que participam do sistema de vouchers chileno não estão homogeneamente distribuídas. Algumas famílias e alunos se beneficiam do sistema, enquanto outras se veem segregados ou marginalizados. Os resultados quantitativos do estudo mostram que os alunos de classe média que vivem em áreas urbanas de nível socioeconômico médio-alto ou médio-baixo são os que mais se beneficiam. Esses estudantes podem se movimentar de um estabelecimento público (municipal) a outro, de um estabelecimento público a um privado (subvencionado) na mesma área, de um município ou distrito escolar a outro, ou de um estabelecimento público (municipal) de uma área a um privado (subvencionado) de outra. Em contrapartida, os alunos de menor nível  socioeconômico,  que vivem nas zonas urbanas de maior pobreza, são os que estão mais excluídos do sistema e os que têm as menores possibilidades de deslocar-se e escolher um estabelecimento educacional, tendendo a permanecer estudando na escola pública (municipal) de seu bairro, altamente segregados e marginados, como dificuldades para criar vínculos sociais com outros.

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Biografia do Autor

Jaime Portales, University of Texas at Austin

Jaime Portales is a policy advisor and researcher working at the Ministry of Education of Chile. He has a Ph.D. on Education Policy and Planning from the University of Texas at Austin. His areas of research and expertise refer to education policy implementation analysis, the development of school improvement initiatives at the district and school levels, and school choice effects on educational systems.

Julian Vasquez Heilig, University of Texas at Austin

Julian Vasquez Heilig is an award-winning researcher and teacher. He is currently an Associate Professor of Educational Policy and Planning and African and African Diaspora Studies (by courtesy) at the University of Texas at Austin. He is also a Faculty Affiliate of the Center for Mexican American Studies and the Warfield Center for African and African American Studies at the University of Texas at Austin. Since 2007, he has served as an Associate Director for the University Council of Education Administration (UCEA).

In addition to educational accomplishments, Julian Vasquez Heilig has held a variety of research and practitioner positions in organizations from Boston to Beijing. These experiences have provided formative professional perspectives to bridge research, theory, and practice.

His current research includes quantitatively examining how high-stakes testing and accountability-based reforms and incentive systems impact urban minority students. Additionally, his qualitative work considers the mechanisms by which student achievement and progress occur in relation to specific NCLB-inspired accountability policies in districts and schools for students of different kinds. Julian's research interests also include issues of access, diversity and equity in higher education.

His work has been cited by the New York Times, Washington Post, Associated Press, Education Week, and other print and electronic media outlets. He has also appeared on local and national radio and TV including PBS, NBCLatino, NPR, and MSNBC.

He obtained his Ph.D. in Education Administration and Policy Analysis and a Masters in Sociology from Stanford University. He also holds a Masters of Higher Education and a Bachelor's of History and Psychology from the University of Michigan.

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Publicado

2014-07-21

Como Citar

Portales, J., & Vasquez Heilig, J. (2014). Política universal de vouchers no Chile: Compreendendo seu impacto sobre a educação pública municipal chilena. Arquivos Analíticos De Políticas Educativas, 22, 72. https://doi.org/10.14507/epaa.v22n72.2014

Edição

v. 22 (2014)

Seção

Articles