Resumo

LIMA, Naira da Costa Muylaert; BONAMINO, Alicia Maria Catalano de  e  PONTES, Luis Antonio Fajardo. The (in)equality of knowledge in the literacy cycle. Est. Aval. Educ. [online]. 2018, vol.29, n.70, pp.78-106. ISSN 1984-932X.  https://doi.org/10.18222/eae.v0ix.4050.

The present study seeks to contribute to the debate about educational inequalities, using the study of the (re)production of the inequality of knowledge. Based on data from the longitudinal evaluation of literacy in Espírito Santo, from the 2012, 2013 and 2014 publications, this study has analyzed the percentage of variation between the high and low performance groups in the Reading Tests of the 1st and 3rd years of high school. The main results point out that the acquisition of skills is more heterogenous in the 1st year, which supports the hypothesis that, during the literacy cycle, students may have gone through intrascholastic reorganization processes which make their results more homogeneous. That is, less unequal. Despite this, there are certain skills that are not consolidated by the end of the 3rd year, which provides evidence of the ineffectiveness of the current policies for students to learn essential skills throughout the literacy process.

Palavras-chave : Literacy; Educational Evaluation; Knowledge; Educational Inequalities.

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