Capital global das escolas e desigualdade de desempenho em matemática em avaliações de larga escala no Brasil

Abstract

This research presents a study on the inequality of performance in Mathematics, of students of the 5th year of Elementary School, in large-scale educational evaluation, in this case, Prova Brasil. The objective is to show the relation of the inequality of performance in Mathematics of the students of 5th grade of elementary school, in Prova Brasil, with the distribution of economic, cultural and social capital by schools. It is a quanti-qualitative research, with a sample of 2,592 schools, which used data from SAEB and the SCHOOL CENSUS, both from 2015. It is theoretically based on the concepts of Bourdieu's Theory, namely: economic capital, cultural capital, social capital, fields and habitus, to build context indicators, based on Item Response Theory. Thus, nine components related to these capitals were arrived at, for the schools in the sample, categorized on a four-level scale (LOW, MEDIUM, INTERMEDIATE and SUPERIOR). In order to analyze the relationship between capital and inequality of performance in Mathematics, a Panel of Capital Indicators was created, used to obtain the distribution of capital among schools. There was also a crossing of the Indicators Panel with five ranges of performance inequality in Mathematics. The research showed that although there are educational networks that manage to reach or exceed IDEB goals, these networks still present great inequality of performance in Mathematics. The transfer of cultural capital by schools is more significant through the capital associated with teachers (cultural and social). As greater capital decapitalization occurs in schools, the greater is the inequality of performance of students in Mathematics, that is, there is an inverse relationship between global capital available in schools and inequality of performance in Mathematics.