Im Jahr 2009 sind die deutschen Hochschulen für beruflich qualifizierte Bewerber ohne schulische Hochschulzugangsberechtigung geöffnet worden. Der Beitrag fragt, inwiefern sich diese nicht-traditionellen Studierenden hinsichtlich des Studienerfolgs von traditionellen Studierenden mit Abitur unterscheiden. Auf der Basis von Überlegungen zu Kompetenzunterschieden aufgrund unterschiedlicher Bildungsverläufe und der kulturellen Schließung des akademischen Feldes für Personen mit niedrigerer sozialer Herkunft bilden wir Hypothesen zu Leistungsunterschieden. Diese überprüfen wir anhand von Studien- und Prüfungsleistungsdaten von 4.224 B.A.-Studierenden eines Fachbereichs einer deutschen Universität. Die Analysen zeigen, dass nicht-traditionelle Studierende im Vergleich zu Personen mit Abitur im ersten Studienjahr 7,4 Prozent weniger Lehrveranstaltungen bestehen, eine um ein Fünftel geringere Wahrscheinlichkeit aufweisen, das Studium innerhalb eines Zeitraums von mindestens neun Semestern zu beenden und das Studium mit einem durchschnittlich um 0,15 Notenpunkte schlechteren Endergebnis abschließen. Aufgrund der spezifischen Bedingungen des analysierten Fachbereichs schlussfolgern wir, dass diese Leistungsunterschiede in der Breite der deutschen Hochschullandschaft stärker ausgeprägt sein müssten als in dem untersuchten spezifischen Fall.

[pt] Este estudo mediu a variância de variáveis sociais clássicas (gênero; raça/cor e idade) entre as turmas de uma mesma escola que apresentaram o maior e o menor desempenho em Língua Portuguesa (leitura) e Matemática. A variância é a medida de desigualdade adotada e a pesquisa faz uso de dados longitudinais coletados pelo GERES, nos anos letivos de 2005 e 2006, junto aos alunos dos anos iniciais do Ensino Fundamental, com o objetivo de investigar, em 27 escolas municipais da cidade do Rio de Janeiro, se a variância verificada nos resultados da proficiência entre turmas dentro de uma mesma escola é também encontrada em relação a outras características sociais dos alunos, em termos de gênero, raça/cor e idade. Além dos resultados de desempenho nos testes cognitivos, a pesquisa utiliza dados sobre as características demográficas e sociais dos alunos. Os achados gerais da pesquisa evidenciam que as diferenças de desempenho encontradas entre turmas de escolas da rede municipal de ensino do Rio de Janeiro não têm uma marca social clara, no sentido de que não há processos de enturmação relacionados com variáveis sociais clássicas, de gênero, raça e idade. No entanto, os resultados mostram que dentre os mecanismos de estratificação presentes nas escolas, são as diferenças de habilidades dos alunos em Leitura e Matemática as que orientam os processos de organização de turmas. / [en] This study measures the variance of classical social variables (gender, race/skin color, and age) among groups of the same school which have shown the highest and the lowest levels of proficiency in Reading and Math. Variance is the measurement we adopt here in order to show inequality levels. The research has used longitudinal data collected by GERES from 2005 to 2006, considering primary school students of 27 municipal schools in Rio de Janeiro. The object has been to investigate if the variance observed through proficiency results among groups of the same school can also be found when referring to students social characteristics such as gender, race/skin color, and age. The research considers not only students fulfillment in cognitive tests, but also their demographical and social characteristics. This study has brought up evidences which reveal that differences in fulfillment among groups of municipal schools in Rio de Janeiro are not clearly marked by social aspects, what means that the process of organizing students in groups is not determined by classical social variables of gender, race/skin color, and age. On the other hand, our results show that students different abilities in Reading and Math lead to their allocation in groups.

A presente dissertação teve como objetivo explorar as conexões do Programa Bolsa Família com a questão educacional, analisando em que medida o programa reduz as múltiplas dimensões da desigualdade educacional enfrentada por seus beneficiários. Partindo-se da ideia que o direito à educação pressupõe a garantia de algo comum, e portanto igual para todos, adotou-se a concepção de desigualdade educacional de Marcel Crahay (2000), que define três dimensões necessárias de igualdade educacional: acesso, tratamento e conhecimento. Realizou-se uma discussão teórica sobre o papel da educação dentro do desenho do Bolsa Família, que busca por meio do acesso aos serviços educacionais cortar o ciclo intergeracional de pobreza em que estão inseridos seus beneficiários. Depois, foi diagnosticada a situação enfrentada pelos beneficiários em cada dimensão da desigualdade educacional. Esse diagnóstico foi realizado a partir de bases de dados do Sistema Presença, Censo Escolar, Ideb, Pnad e outros indicadores educacionais disponibilizados pelo Inep. Por fim, analisou-se como o programa busca e tem efeitos na redução das múltiplas dimensões da desigualdade educacional. Este último passo foi realizado a partir de uma revisão de literatura das produções acadêmicas da área e de um estudo de caso na rede municipal de Osasco. Conclui-se que os principais efeitos do Bolsa Família são sobre a dimensão do acesso, ainda que ele tenha efeitos potenciais e incipientes sobre a dimensão do tratamento e do aprendizado, principalmente via integração setorial. / This dissertation\'s main goal was to explore the ties between Bolsa Familia social program and the educational issue, analizing to what extent the program reduces the multiple aspects of educational inequality the beneficiaries are subject to. It was adopted Marcel Crahay\'s educational inequality concept that defines three necessary dimensions to reach educational equality: access, treatment and knowledge. I have made a theoretical discussion of the role education plays in the Bolsa Familia design, which aims to interrupt the beneficiarie\'s intergenerational poverty cycle by broadening the access to educational services. After that, I unraveled the situation faced by the beneficiaries in each dimension of educational inequality. This diagnosis was made using the Sistema Presença, Censo Escolar, Ideb and Pnad databases, along with other educational indicators made public by Inep. At last, I analyzed the program\'s efforts and results in reducing educational inequalities, in its multiple aspects. That last part was made by reviewing the specific academic literature and with a case study in the municipality of Osasco. The conclusion is that the main effects of the Bolsa Familia program are related to the access dimension, although it has potential and incipient effects on the treatment and knowledge dimensions, specially when it comes to sectorial integration.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-05-17T15:41:55Z No. of bitstreams: 1 anacristinacostasoares.pdf: 998419 bytes, checksum: 97454608cf6a9babbaee756fc47a8017 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-17T16:17:25Z (GMT) No. of bitstreams: 1 anacristinacostasoares.pdf: 998419 bytes, checksum: 97454608cf6a9babbaee756fc47a8017 (MD5) / Made available in DSpace on 2017-05-17T16:17:25Z (GMT). No. of bitstreams: 1 anacristinacostasoares.pdf: 998419 bytes, checksum: 97454608cf6a9babbaee756fc47a8017 (MD5) Previous issue date: 2007-09-28 / Pesquisas realizadas sobre a desigualdade racial no Brasil têm indicado, dentre outras áreas de exclusão, a baixa presença de negros (pardos ou pretos), nas instituições superiores de ensino. A partir desta constatação, as ações afirmativas que objetivam facilitar o acesso de pretos e pardos no ensino superior têm sido implantadas em várias universidades federais no Brasil. Na Universidade Federal de Juiz de Fora/UFJF esta política foi iniciada no ano de 2006. Através dos dados disponibilizados pela UFJF este estudo identificou situações de igualdades e de desigualdades no perfil e no acesso tanto do candidato inscrito quanto do candidato aprovado, de acordo com sua cor autodeclarada. Os resultados obtidos revelaram desigualdades entre os grupos de cor seja no perfil sócio-econômico, seja no grupo de ingresso, mostrando como atua a discriminação racial no estilo brasileiro. / Research studies on racial inequality developed in Brazil have indicated, among other exclusion fields, the low presence of afro-descendent Brazilians in college education. Departing from this evidence, affirmative action aiming to facilitating access of black students (“pretos” or “pardos”) in higher education has been implemented in several Brazilian federal universities. At the Federal University of Juiz de Fora (UFJF) this policy was initiated in 2006. Using data made available by UFJF administration, this study has identified both equality and inequality situations concerning both candidates and accepted students according to their self-declared skin color. The results have showed inequalities among color groups concerning both their socio-economic profiles and access groups, showing how Brazilian-style racial discrimination works.

The diploma thesis deals with educationally disadvantaged student at public universities in Czechia. Thesis presumes the existence of educational inequality in Czech educational system and the effect of disadvantages based on attained education level of student's parents. These inequalities hadn't significantly changed even after the massification of tertiary education sector. The population of educationally disadvantaged in the thesis is equivalent to first generation student population, meaning the families with unattained tertiary education level. The main objective is to find out designs of policies targeting this group and to explore perception of the population. To achieve the goal, the thesis is using social construction of target framework. In this way, designs of applied policies are analyzed and the social construction of the target population is defined. The thesis uses qualitative research methods, using thematic document analysis of annual reports and long-term plans of all public universities and then uses the academic senate reports and semi-structured interviews with universities' representatives with selection of cases regarding the first analysis findings. The results show that educationally disadvantaged population remains undefined and there is a general lack of relevant...

[pt] Nesta pesquisa, exploramos o fenômeno da desigualdade de oportunidades no ensino superior no contexto da Universidade Federal da Fronteira Sul (UFFS), com o objetivo principal de investigar as relações entre gênero, raça e características socioeconômicas dos estudantes, aspectos institucionais e desempenho acadêmico no acesso e na conclusão de curso. A UFFS foi criada em 2009, no contexto da expansão e interiorização do ensino superior público federal no Brasil, com especificidades significativas em sua estrutura, abrangência territorial e perfil dos estudantes. A pesquisa foi desenhada como um estudo de caso e combina estratégias qualitativas e quantitativas. As primeiras envolvem a análise de documentos institucionais. As segundas fazem uso de dados longitudinais dos ingressantes pelo Enem, no período de 2010 a 2018 em análises descritivas e inferenciais de características dos estudantes e institucionais e de suas relações com desfechos como evasão e conclusão. Os principais resultados indicam que as políticas de acesso e de ação afirmativa implementadas na UFFS, incluindo a Lei de Cotas, contribuem de forma significativa para a redução das desigualdades sociais e raciais. Desde sua criação, a UFFS manteve um perfil discente com mais de 90 porcento de egressos da escola pública, alto percentual de estudantes de origem rural, de trabalhadores e com pais de baixa escolarização e renda. A implementação da Lei de Cotas permitiu o aumento do acesso de estudantes pretos, pardos e indígenas em todas as áreas de conhecimento, inclusive nas mais seletivas, como saúde e engenharias. Na dimensão da evasão e da conclusão do curso, os resultados indicam um peso maior dos aspectos institucionais sobre esses dois desfechos: estudantes que frequentam curso integral e os que recebem alguma modalidade de assistência estudantil e/ou participam de atividades extracurriculares ampliam suas chances de permanência e de conclusão do curso. Outro resultado relevante é que os alunos das áreas rurais apresentam maiores percentuais de conclusão e menores percentuais de evasão de curso quando comparados aos estudantes das áreas urbanas. Em termos de gênero e raça, os homens e negros apresentam maiores dificuldades na conclusão de curso. Por fim, o desempenho se mostrou uma questão central na explicação da evasão e da conclusão de curso em associação com características dos estudantes e, principalmente, com o tipo de curso frequentado. Por sua vez, a reprovação se mostrou um fator importante e que afeta a maioria dos ingressantes na UFFS, sejam eles evadidos ou concluintes. Esses resultados indicam a necessidade de implementação de iniciativas institucionais específicas, dirigidas ao fortalecimento da permanência dos estudantes e à redução da evasão e da repetência, além da necessidade de novas pesquisas que acompanhem os resultados dessas iniciativas, e que contribuam para uma melhor compreensão dos fatores associados à evasão de curso e à mobilidade interna e externa dos estudantes da UFFS. / [en] This thesis explores the inequality of opportunities in higher education in the case of the Universidade Federal da Fronteira Sul (UFFS). The main objective is to investigate relationships between gender, race and socioeconomic characteristics of the students, institutional aspects and academic performance in undergraduate access and completion. UFFS was created in 2009, reflecting the expansion and internalization of federal public higher education in Brazil in the particularities of its structure, its territorial scope and the profile of its students. The research was designed as a case study and combines qualitative strategies related to the analysis of institutional documents, with quantitative strategies that involve descriptive and inferential analyzes of student characteristics, performance, course and permanence policies and their relationships with outcomes such as dropout and the conclusion, based on the use of longitudinal data of new entrants by Enem, in the period from 2010 to 2018. The main results indicate that the access and affirmative action policies implemented at UFFS, including the Quota Law, contribute significantly to the reduction of social and racial inequalities. Since its creation, UFFS has maintained a student profile with more than 90 percent coming from public schools, a high percentage of rural students and workers and children of parents with low education and income. The implementation of the Quotas Law allowed for an increase in the access of black, brown and indigenous students in all areas of knowledge. In the dimension of dropout and completion of the course, the results indicate a greater weight of institutional aspects on these two outcomes: students who attend a full course and those who receive some type of student assistance and/or participate in extracurricular activities increase their chances of staying and completing the course. Another relevant result is that students from rural areas have higher percentages of completion and lower percentages of dropouts when compared to students from urban areas. In terms of gender and race, men and blacks present more difficulties in completing an undergraduate when compared with white and women. Finally, performance proved to be a central issue in explaining dropout and course completion in association with student characteristics and especially with the type of course attended. In turn, a failure proved to be an important factor that affects most newcomers to UFFS, whether they are dropouts or graduates. These results indicate the need to implement specific institutional initiatives, aimed at strengthening student retention and reducing dropout and repetition, in addition to the need for further research to monitor the results of these initiatives, and which contribute to a better understanding of the factors associated with course evasion and internal and external mobility of UFFS students.

Depuis plusieurs décennies, des études empiriques réalisées sur plusieurs pays développés ou en émergence ont montré que la baisse de la taille de la famille favorise l’investissement dans l’éducation des enfants, expliquant qu’un nombre élevé d’enfants a un effet d’amenuisement des ressources familiales. Les retombées positives de la baisse de la fécondité sur l’éducation sont largement étudiées et connues. En dépit des résultats controversés des premières études portant sur les pays de l’Afrique de l’Ouest, les récentes études empiriques tendent à confirmer l’effet positif de la baisse de la taille de la famille dans le contexte africain, du moins en milieu urbain. Par contre, jusqu’à présent, très peu d’études semblent intéressées à analyser la répartition de ces retombées entre les enfants, et encore moins à comprendre comment ces dernières affecteraient la structure des inégalités éducatives existantes. Notre étude s’intéresse à explorer la potentielle dimension démographique des inégalités socioéconomiques, notamment les inégalités éducatives dans le contexte de la baisse de la fécondité. Elle vise à apporter des évidences empiriques sur le lien entre la réduction de la taille de la famille et les inégalités éducatives au sein des ménages dans le contexte d’Ouagadougou, Capitale du Burkina Faso, qui connait depuis quelques décennies la chute de la fécondité. Elle analyse aussi l’effet de cette réduction sur la transmission intergénérationnelle des désavantages éducatifs. Pour ce faire, nous proposons un cadre conceptuel pour comprendre les mécanismes par lesquels la relation entre la réduction de la taille de la famille et les inégalités éducatives se tisse. Ce cadre conceptuel s’appuie sur une recension des écrits de divers auteurs à ce sujet. Par la suite, nous procédons à des analyses empiriques permettant de tester ces liens en utilisant les données du projet Demtrend collectées. Les résultats empiriques sont présentés sous forme d’articles scientifiques. Les conclusions du premier article indiquent que la relation entre le nombre d’enfants de la famille et l’éducation varie selon le contexte socioéconomique. En effet, pour les générations qui ont grandi dans un contexte socioéconomique colonial et postcolonial, où le mode de production était essentiellement agricole et l’éducation formelle n’était pas encore valorisée sur le marché du travail, la relation est très faible et positive. Par contre, pour les récentes générations, nous avons observé que la relation devient négative et fortement significative. De plus, les résultats de cet article suggèrent aussi que la famille d’origine des femmes a une incidence significative sur leur comportement de fécondité. Les femmes dont la mère avait un niveau de scolarité élevé (et étaient de statut socioéconomique aisé) ont moins d’enfants comparativement à celles dont leurs parents avaient un faible niveau de scolarité (et pauvres). En retour, leurs enfants sont aussi les plus éduqués. Ce qui sous-tend à un éventuel effet de levier de la réduction de la taille de la famille dans le processus de transmission intergénérationnelle des désavantages éducatifs. Le second article fait une comparaison entre les ménages de grande taille et ceux de petite taille en matière d’inégalités éducatives entre les enfants au sein des ménages familiaux, en considérant le sexe, l’ordre de naissance et les termes d’interaction entre ces deux variables. Les résultats de cet article montrent que généralement les enfants des familles de petite taille sont plus scolarisés et atteignent un niveau d’éducation plus élevé que ceux des grandes familles. Toutefois, les filles ainées des petites familles s’avèrent moins éduquées que leurs pairs. Ce déficit persiste après avoir considéré seulement les ménages familiaux monogames ou encore après le contrôle de la composition de la fratrie. L’émancipation des femmes sur le marché du travail résultant de la réduction de la taille de la famille et la faible contribution des pères dans les activités domestiques expliqueraient en partie cette situation. Malheureusement, nous n’avons pas pu contrôler l’activité économique des mères dans les analyses. Finalement, dans le cadre du troisième et dernier article, nous avons examiné l’effet d’avoir été confié par le passé sur les inégalités éducatives au sein de la fratrie, en comparant ceux qui ont été confiés aux autres membres de leur fratrie qui n’ont jamais été confiés. Dans cet article, nous avons considéré l’aspect hétérogène du confiage en le différenciant selon le sexe, la relation de la mère avec le chef du ménage d’accueil et l’âge auquel l’enfant a été confié. Les résultats montrent qu’avoir été confié dans le passé influence négativement le parcours scolaire des enfants. Cependant, cet effet négatif reste fort et significatif que pour les filles qui ont été confiées après leurs 10 ans d’âge. Un profil qui correspond à la demande de main-d’œuvre en milieu urbain pour l’accomplissement des tâches domestiques, surtout dans le contexte de la baisse de la taille de la famille et l’émancipation des femmes sur le marché du travail. / The relationship between the family size decline and children human’s capital investment has been well-studied for several decades. In most developed and emergent countries, several studies showed that the reduction in family size seems to increase the investment in the children’s education, arguing the dilution effect of each additional child on family resources. More recently, empirical studies shows this reduction tends also to improve substantially schooling levels in Sub-Saharan Countries, mostly in urban areas. Nevertheless, little is known about the distribution of these potential benefits neither how that may affect existing educational inequalities, particularly in the context of urban sub-Saharan Africa. Our study focuses on exploring the demographic dimension of educational inequalities in the context of Ouagadougou, Capital of Burkina Faso, where the fertility transition is actually ongoing. More precisely, this study seeks to understand the effect of reduction in family size on intra-family inequalities in education and secondly, on the reproduction of educational inequalities over time and generations. For that purpose, we developed on one hand a conceptual framework to understand the mechanism by which reduction in family could influence on education inequalities. Secondly, we have undertaken empirical analysis to test our hypotheses. The empirical results are presented in three scientific papers, which based on data from the Demographic Surveillance System and Health and Dentrend project. Findings from the first paper suggest that the relationship between the family size and education has shifted over time, according to the socioeconomic context. Indeed, the generations that are grown in a socioeconomic context where formal education was not valued in the labor market and the economic contributions of children were substantial as farm laborer, the relationship was very low, positive, and not statistically significant. By contrast, for recent generations, we observed that the relationship is negative and highly significant. In addition, the results of this paper also suggest that the family of origin impacts on the women’s reproductive behavior. Those whose original family was not poor and well-educated have smaller families. In turn, their children are also more educated. That suggests a potential leverage effect of the reduction in family size on the intergenerational transmission of socioeconomic disadvantages, particularly in terms of education. The second paper takes a look at intra-family inequalities in education in Ouagadougou. Do all the children in a family benefit equitably from the improved conditions brought about by limiting their number? The results suggest that generally smaller families allow more investment in children’s education. Nonetheless, oldest girls are less educated than their peers. The deficit remains even after considering only monogamous family households or after controlling the composition of the sibling. The absence of the mothers at home eased by the reduction in family size and the men’s failure to share household chores could explain this situation. Unfortunately, we were unable to control for economic activity of mothers. Finally, in the last paper, we evaluated the net impact of having been fostered in the past on the education of young adolescents (16-20 years old), comparing those who have been fostered to their sibling who has never been fostered. In this article, contrary to previous studies, we have considered the heterogeneous aspect of fostering by differentiating by sex, the mother's relationship with the host household and the age at the time of fostering. The results show a negative impact of child fostering on education, even after controlling for the endogeneity problem. However, this negative effect is greater on girls. The life’s conditions of fostered girls in host household could explain this differential effect. Finally, in the third and final article, we examined the effect of having been entrusted the education of children, comparing those who have been entrusted to other members of their siblings who have never been entrusted. In this article, contrary to previous studies, we have considered the heterogeneous aspect of fostering by differentiating by sex, the mother's relationship with the host and the ages at which the child has been entrusted. The results show that having been given in the past adversely affects the schooling of children. However, after considering some interacting variables, this negative effect remains strong and significant only for adolescent girls. These girls seem to fit the profile of additional hands for household chores, which are needed due the demographic deficits consequent to the reduction in family size in urban areas.

Made available in DSpace on 2016-07-27T13:44:59Z (GMT). No. of bitstreams: 1 JOSE IZECIAS DE OLIVEIRA.pdf: 5016288 bytes, checksum: 65a7aa0710780b5b94a16d6290d99206 (MD5) Previous issue date: 2015-05-29 / The object of the research is the educational inequality in Brazil, analyzed as human development measure in terms of social and economic components measured by longevity, education and income. It adopts the method of historical and dialectical materialism, in order to size the contradictions in the social construction of the inequalities, after the Federal Constitution of 1988. The thesis is linked to the research line: State, Educational institutions of the Program of Post-Graduation of PUC, Goiás, developed under the qualitative approach, of explanatory aspect, with documentary and statistical analyses, based on the last three censuses systematized by the consortiums UNDP, Ipea and FJP, published in 2012 and 2014. It chooses the Federative Unit of Goiás, in the simultaneous investigation of municipal spatiality and Human Development Units (HDU), which include the metropolitan areas of Goiânia and surrounding Federal District. The extreme twelfths are statistically used to encompass syntheses involving 246 municipalities and more than 400 HDU, which design dimensions of Educational Inequality rates (EIR) and Routes of Overcoming (RO). The analysis of the Brazilian concrete reality reveals how educational inequality of relief, for the last decade of the 20th century and first of the 21st, one schooling of only 55% of the graduating students from primary education. It demonstrates is a transmutation of this inequality in vulnerabilities education-income, involving social collective made unequal, sacrificed by poverty and indigence of children, elderly, mothers responsible for their homes, and workers without urban mobility. Education inequalities changing in vulnerabilities expose a refined quality of inequalities, not abstract. It is shown that the movement for overcoming the concrete reality passes by re-politicization of the State, from the popular collectives, constructing a new relation that overcomes the abstract plan to give way to the concrete. / O objeto da pesquisa é a desigualdade educacional no Brasil, analisado como medida de desenvolvimento humano, nos termos das componentes sociais e econômica aferidos pela longevidade, educação e renda. Adota-se o método do materialismo histórico e dialético, com vistas a apreender as contradições na construção social das desigualdades, após a Constituição Federal de 1988. A tese vincula-se à Linha de Pesquisa: Estado, Políticas e Instituições Educacionais do Programa de Pós-Graduação da PUC Goiás, desenvolvida sob a abordagem qualitativa, de caráter exploratório, com análise documental e estatística, com base nos três últimos censos sistematizados pelo consórcio PNUD, Ipea e FJP, publicados em 2012 e 2014. Escolhe-se a Unidade Federativa goiana, na investigação simultânea das espacialidades municipais e das Unidades de Desenvolvimento Humano (UDH), que englobam as Regiões Metropolitanas de Goiânia e do Entorno do Distrito Federal. Os duodécimos extremos são estatisticamente utilizados para abarcar sínteses que envolvem 246 municípios e mais de 400 UDH, que projetam dimensões de Taxas de Desigualdade Educacional (TdE) e Percursos de Superação (PeS). A análise da realidade concreta brasileira desvela como desigualdade educacional de relevo, para a última década do século XX e a primeira do XXI, uma escolarização de apenas 55% dos trabalhadores concluintes do ensino fundamental. Demonstra-se uma transmudação dessa desigualdade em vulnerabilidades educação-renda, envolvendo coletivos sociais feitos desiguais, sacrificados pela pobreza e indigência de crianças, idosos, mães chefes de domicílios e trabalhadores sem mobilidade urbana. Desigualdades educacionais transformando-se em vulnerabilidades expõem uma refinada qualidade das desigualdades, não mais abstratas. Mostra-se que o movimento para a superação da realidade concreta passa pela repolitização do Estado, a partir dos coletivos populares, construindo uma nova relação que supere o plano abstrato para dar lugar ao concreto.

[pt] Esta dissertação tem como objetivo decompor a desigualdade de rendimentos entre raças e gêneros, em montantes explicáveis pelas escolhas educacional e ocupacional e pela discriminação. Foi utilizada uma metodologia micro- econométrica de simulações contra-factuais, conforme Bourguignon, Ferreira e Lustig (1998), com os dados da PNAD de 1996, incluindo no modelo rendimento mensal, educação, posição na ocupação, entre outras variáveis. Através deste procedimento conseguiu-se atribuir um alto poder explicativo do termo de discriminação, principalmente no caso das mulheres, em que foi computado mais de 100%. Para entender a diferença entre negros e brancos também pode-se recorrer, parcialmente, à desigualdade nas escolhas educacionais, e menos à desigualdade ocupacional. Tendo computado simultaneamente a desigualdade por raça e gênero, nota-se o efeito do gênero sobrepor-se, implicando na perda de poder explicativo da ocupação para o termo de discriminação. Ressalta-se que para homens e mulheres negros a educação dos pais pode ser um importante determinante da desigualdade nos rendimentos. Conclui-se que as políticas sociais voltadas para o combate das desigualdades de rendimentos devem focalizar-se na educação e na transmissão intergeracional, além de procurar medidas que minimizem a diferenciação na remuneração das características. Recomenda-se ainda uma análise temporal, bem como um estudo mais aprofundado sobre os efeitos da educação dos pais. / [en] This thesis is concerned with the analysis of the inequality of earn between races and genders in amounts explained by educational and occupational choices among other characteristics. A micro econometric counterfactual simulation methodology, following Bourguignon, Ferreira e Lustig (1998) was used. The data basis was the PNAD 1996, including monthly earn, education, position, among others. Through this procedure, it was possible to ascertain the high accountability of the discrimination term, mainly referred to women, where over than 100 percent was found. In order to understand the inequality between black and white populations the explanation can be partially referred to the inequality of their educational choices, and also to their occupational choices. For black males and females parents education seems to be a important earn inequality determinant. As a conclusion, social policies concerned with the earn inequalities reduction must aim at education and at the intergenerational transmission of education inequality among blacks, and search for measures that will reduce the differentiation of compensation characteristics. A time series analysis is suggested in order to access a possible decreasing tendency in the term of discrimination, as well as a profound study of the parental education effect on race inequality.

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