O negro e as políticas de ação afirmativa no contexto da desigualdade educacional

Abstract

This present work studies the situation of socio-educational inequality among young Brazilian Afro-descendents, in a context in which race, and its social implications impacts on classification and selection. Race also tends to influence decision-making regarding affirmative action in education policy. Research has shown that, for this segment of the population, a situation of social precariousness exists, resulting in low scholastic performance at primary level in comparison with white children which may pre-determine future social development for both groups. However, development differences revealed by tests designed to measure scholastic performance on a large scale, such as SAEB (Sistema Nacional de Avaliação da Educação Básica, which means, the National System of Basic Education Assessment) demonstrated differences when analyzed from a socioeconomic view point. Studies have shown that students who classify themselves as either white or of mixed blood tend to perform better scholastically than those students who consider themselves black, even when all three groups belong to the same socio-economic class. The discussion is based on regression models of hierarchical levels for a population attending the initial years of the educational system. For this purpose, the data bases from the following were used Demographic Census of the Year 2000, Pnad (Pesquisa Nacional por Amostra de Domicílios , which means, National Research According to a Sample of Residences) and the 2006 School Census, as well as results from large scale of evaluation such as SAEB, PROEB (Programa de Avaliação da Rede Pública de Educação Básica, which means, Program of Evaluation of Basic Education in Public Schools), SAERS (Sistema de Avaliação Estadual de Educação no Rio Grande do Sul, which means, System of Evaluation of State Schools in Rio Grande do Sul) and Nova Escola.