Pathways through training routes: a study on the effects of high school reforms on the access to higher education

• Grant number: 24/06096-4
• Support Opportunities: Scholarships in Brazil - Master
• Start date: May 01, 2024
• End date: February 28, 2026
• Field of knowledge: Humanities - Sociology - Other specific Sociologies
• Principal Investigator: Murillo Marschner Alves de Brito
• Grantee: Carolina Bueno Stefani
• Host Institution: Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Associated research grant: 22/03165-0 - Expanding equally? social origins and educational destinations in Brazils Higher Education system, AP.PNGP.PI

Abstract

The main focus of this research project lies in the analysis of educational inequality, drawing from the literature on educational stratification. The educational systems stratification's study agenda investigates the nexus between the functional and operational dynamics of the schooling system and the social origins of the students - that is, how their socioeconomic backgrounds may influence their educational trajectory. By delving into an investigation of the High School Reform implementation, this study seeks to answer the following: how has the implementation of the High School Reform been carried out and what are its potential implications for students' access to higher education? The main objective here is to examine the qualitative distinctions in the reform's implementation across the schools in São Paulo (differentiated between each other by their student's social origins) and discern the ensuing implications for students' educational trajectories. In this context, the perceived inequalities of the New High School Reform serve as motivators to inquiry about how different educational trajectories can affect individuals' educational reach, given their influence on student progressions. Moreover, it prompts the proposal to elucidate how social origins and possible qualitative disparities in basic education unevenly influence educational trajectories.