Implementing educational policies and equity in social vulnerability environments

• Grant number: 18/11257-6
• Support Opportunities: Regular Research Grants
• Start date: March 01, 2019
• End date: August 31, 2021
• Field of knowledge: Humanities - Education - Educational Administration
• Principal Investigator: Vanda Mendes Ribeiro
• Grantee: Vanda Mendes Ribeiro
• Host Institution: Pró-Reitoria de Pós-Graduação, Pesquisa e Extensão. Universidade Cidade de São Paulo (UNICID). São Paulo , SP, Brazil
• Associated researchers: Alicia Maria Catalano de Bonamino ; Breynner Ricardo de Oliveira ; Claudia Lemos Vóvio ; Cynthia Paes de Carvalho ; Domingos Sávio Abreu ; Karina Carrasqueira Lopes ; Maria do Carmo Meirelles Toledo Cruz ; Naira da Costa Muylaert Lima ; Roberto Gimenez ; Vandre Gomes da Silva ; Wagner Silveira Rezende
• Associated scholarship(s): 19/23676-6 - Organization and support for the analysis of teacher routines and work plans and student notebooks, BP.TT; 19/17119-7 - Document analysis support: identifying key aspects in the guidelines of the Paic and Pnaic implementation processes, BP.TT

Abstract

According to the literature, there is inequality-type overlap in high social vulnerability territories. Such scene makes it difficult for individuals to achieve educational equity. Little is known in the country about the implementation of educacional policies in these territories. Ceará State was successful in having students attending the early years of elementary education (EE1) in public schools to increase their proficiency in Portuguese Language after 2007. The difference in the performance of intra-social groups decreased after the aforementioned year. It is important highlighting that all the assessed students come from less favored families and social contexts. No study on this topic was recorded in São Paulo County. The EE1 policies implemented in both São Paulo County and in Ceará State are Pnaic and Paic. They are similar, the first resulted from the second one, and both aim at teaching all children to read at the expected age. With regard to Paic, some studies relate it to education results in Ceará State. Neither Ceará nor São Paulo have recorded studies about the social vulnerability in territories and education-equity level interface. The aim of the present project is the fill this gap and to assess Pnaic and Paic implementation in schools located in social vulnerability territories. The education equity and social vulnerability levels in the territories will be identified through quantitative survey. Interviews with managers (macro level, meso and school) and teachers as well as documentary analysis will be conducted in order to assess Paic and Pnaic implementation. Two schools located in high social vulnerability territories (one in Fortaleza - Ceará State - and one in São Paulo County) will be the object of case study. Their staff will be the target of our interviews and of observations during Portuguese lessons. (AU)

Scientific publications

(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)

VANDA MENDES RIBEIRO; ALICIA BONAMINO; SERGIO MARTINIC. IMPLEMENTAÇÃO DE POLÍTICAS EDUCACIONAIS E EQUIDADE: REGULAÇÃO E MEDIAÇÃO. Cad. Pesqui., v. 50, n. 177, p. 698-717, 2020-10-28. (18/11257-6)

CRUZ, MARIA DO CARMO MEIRELLES TOLEDO; RIBEIRO, VANDA MENDES; BATISTA, JOSE MARQUES. CONTEXT FOR THE IMPLEMENTATION OF THE RIGHT AGE LEARNING PROGRAM (PAIC). REVISTA IBERO-AMERICANA DE ESTUDOS EM EDUCACAO, v. 17, p. 27-pg., 2022-11-01. (18/11257-6)

VANDA MENDES RIBEIRO; PAULA REIS KASMIRSKI; CHOUKRI BEN AYED. Equidade educacional e vulnerabilidade social nos territórios: os casos das redes municipais do Ceará e de Fortaleza. Educ. Pesqui., v. 49, 2023-12-15. (18/11257-6)