Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-12-12T12:13:18Z No. of bitstreams: 1 Leandro Barbosa Oliveira.pdf: 5340488 bytes, checksum: 437a7af203c18863fae17bde694677cd (MD5) / Made available in DSpace on 2018-12-12T12:13:18Z (GMT). No. of bitstreams: 1 Leandro Barbosa Oliveira.pdf: 5340488 bytes, checksum: 437a7af203c18863fae17bde694677cd (MD5) Previous issue date: 2017-11-30 / This dissertation addresses the issue of educational opportunities in the Metropolitan Region of Campinas (RMC), located in the interior of the State of S?o Paulo, involving 19 municipalities with great heterogeneity in socioeconomic terms. Considering the dissemination of the Brazilian Educational Opportunities Index (IOEB) and its proposed objectives to carry out territorial analyzes on the distribution of educational opportunities, this dissertation addresses the following research problems: what are the trends in educational opportunities in the Metropolitan Region of Campinas? Is the data also an evidence of the center-periphery relationship, within the territorial scope, in the provision of educational opportunities for educational success? The general objective of this dissertation was to study the distribution of educational opportunities in the Metropolitan Region of Campinas (MRC) in the light of IOEB. There were three specific objectives: a) to understand theoretically the meaning of educational opportunities and their operationalization in the scope of public policies to guarantee the right to education; b) characterize the metropolitan region of Campinas, evolution, residential segregation, areas of social vulnerability, and socioeconomic and educational indicators; c) identify and analyze trends in educational opportunities in the municipalities that make up the MRC from IOEB. In order to achieve these objectives, in addition to the accurate bibliographic research on the theoretical references of the educational opportunities, secondary data were used such as the components of IOEB and other sources, IBGE data and the Paulista Social Vulnerability Index, which allowed construction graphs, comparative tables, and thematic maps using Geoprocessing techniques. As it is recurrent in the literature, the research shows that the best educational opportunities were found in municipalities in which consolidated infrastructure is favored by its high level of economic and social development. However, the research revealed some exceptionalities and insights: a) Hortol?ndia-SP (which has the highest social vulnerability rate of the MRC) maintains an average that, according to IOEB, is higher than the average of neighboring municipalities with high socioeconomic development; b) analyzes of how the variables that make up the index are articulated reveal that municipalities, even though they are located in areas of social vulnerability, have guaranteed access for students to stay in school units, especially in the initial years, and this guarantee of access brings with it good performances in external evaluations; c) smaller municipalities and that have municipal education networks in basic and basic education are also the municipalities that reach the highest levels of educational opportunities according to IOEB; d) evidences are realities in which the results in external evaluations are not necessarily related to the greater experience of the managers, there is evidence that municipalities with managers with less professional trajectory achieve better performance in the IDEB. / Esta disserta??o aborda a quest?o das oportunidades educacionais na regi?o metropolitana de Campinas, localizada no interior do Estado de S?o Paulo, envolvendo 19 munic?pios com grande heterogeneidade em termos socioecon?micos. Considerando a divulga??o do ?ndice de Oportunidades da Educa??o Brasileira (IOEB) e seus objetivos propostos para realizar an?lises territoriais sobre a distribui??o de oportunidades educacionais, esta disserta??o se norteia pelos seguintes problemas de pesquisa: quais s?o as tend?ncias em termos de oportunidades educacionais na Regi?o Metropolitana de Campinas? Ser? que os dados evidenciam tamb?m a rela??o centro-periferia, no ?mbito territorial, na oferta de oportunidades educacionais para o sucesso educacional? O objetivo geral desta disserta??o foi estudar a distribui??o das oportunidades educacionais na Regi?o Metropolitana de Campinas (RMC) ? luz do IOEB. Tr?s foram os objetivos espec?ficos: a) compreender teoricamente o significado das oportunidades educacionais e sua operacionaliza??o no ?mbito das pol?ticas p?blicas para a garantia do direito ? educa??o; b) caracterizar a regi?o metropolitana de campinas, evolu??o, segrega??o residencial, ?reas de vulnerabilidade social, e indicadores socioecon?micos e educacionais; c) identificar e analisar as tend?ncias em termos de oportunidades educacionais nos munic?pios que comp?e a RMC a partir do IOEB. Para atingir esses objetivos, al?m de apurada pesquisa bibliogr?fica sobre referenciais te?ricos da tem?tica das oportunidades educacionais, foram utilizados dados secund?rios que comp?e o IOEB e outras fontes, como os dados do IBGE e o ?ndice Paulista de Vulnerabilidade Social, os quais permitiram que a constru??o de gr?ficos, tabelas comparativas, e mapas tem?ticos utilizando t?cnicas de Geoprocessamento. Como ? recorrente na literatura, a pesquisa evidencia que as melhores oportunidades educacionais encontram-se em munic?pios nos quais existem infraestrutura consolidada favorecidas pelo seu alto n?vel de desenvolvimento econ?mico e social. Contudo, a pesquisa revelou algumas excepcionalidades e realidades instigantes: a) Hortol?ndia-SP (que possui a taxa de vulnerabilidade social mais alta da RMC) mant?m uma m?dia que de acordo com o IOEB ? superior ? m?dia de munic?pios vizinhos com alto desenvolvimento socioecon?mico; b) as an?lises de como se articulam as vari?veis que comp?e o ?ndice revelam que munic?pios mesmo estando situados em ?reas de vulnerabilidade social v?m garantindo o acesso de perman?ncia dos alunos nas unidades escolares, principalmente nos anos iniciais e esta garantia de acesso traz consigo bons desempenhos nas avalia??es externas; c) munic?pios menores e que possuem redes de ensino municipalizadas no ensino b?sico e fundamental s?o tamb?m os munic?pios que atingem os n?veis mais elevados de oportunidades educacionais segundo o IOEB; d) evidenciam-se realidades em que os resultados em avalia??es externas n?o est?o necessariamente relacionados com a maior experi?ncia dos gestores, h? evidencias que munic?pios com gestores com menor trajet?ria profissional conseguem melhor desempenho no IDEB.