Within-School Inequalities in Brazil and In England: Study of Curriculum and Pedagogical Practices Related to Achivement Differences in Ideb Among Students

• Grant number: 15/16419-6
• Support Opportunities: Scholarships abroad - Research
• Start date: November 15, 2015
• End date: February 29, 2016
• Field of knowledge: Humanities - Education - Curriculum
• Principal Investigator: Adriana Bauer
• Grantee: Adriana Bauer
• Host Investigator: Michael Francis Dykes Young
• Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Institution abroad: University of London, England

Abstract

The research project originating the request of Research Fellowship Abroad (BPE) is linked to the project "Analysis of within-school outcome inequalities", and aims to provide an understanding of aspects of the curriculum and pedagogical practices that influence the inequalities of outcomes among students within Brazilian and English schools and which relate, in addition, a more equitable educational practices. To this end, it is intended to: a) analyze how within-school inequalities have been treated in the English and Brazilian literature, considering the characteristics of curricular organization and pedagogical practices that focus on inequality of results presented by students within the same school; b) analyze and understand possible influences of the Equity Act, recently approved in England (2010), on the British National Curriculum, particularly in relation to the proposals made to face the inequalities among students, comparing them with the propositions of the documents on national basis for the curriculum currently being discussed at the national level; c) apprehend the difficulties and limitations of actions taken in the British context, from the studied legislation to combat achievement gap between students from the same schools. It is intended that the research being developed abroad contribute to the analysis of information gathered in the Brazilian context to answer the research question: what are the elements involved in curriculum and pedagogical practices that stoked or minimize existing inequalities within schools and even in the same class?