Resumo

RIBEIRO, Vanda Mendes; BONAMINO, Alicia  e  CARVALHO, Cynthia Paes de. Equity and School Inequality in a Sample of Academic Production of Sociology of Education on Educational Policies in Brazil (2006-2017). J. Pol. Educ-s [online]. 2019, vol.13, e65205.  Epub 18-Jul-2022. ISSN 1981-1969.  https://doi.org/10.5380/jpe.v12i0.65205.

This article presents the first results of a research that analyzes the way in which studies investigating basic education policies in Brazil defined and operationalized the concepts of school inequality and educational equity. Fifty-five texts published in Work Group 14 - Sociology of Education - of the National Association for Research and Post-Graduation between 2006 and 2017 were analyzed. The selection of the texts made use of two criteria: papers that indicated the keywords "inequality", "school inequality" and "equity" "; and a "look of pertinence" of the authors, from the reading of the abstracts. Based on a theoretical discussion about contemporary notions of justice that underlie the concepts of school equity and inequality, two categories of analysis were established: 1 - definition and operationalization that consider the perspective of redistribution; 2 - definition and operationalization based on the notion of recognition. The analysis brings indications that the Sociology of Education studies about educational policies in the country operationalize the concepts of inequality or equity more frequently using the perspective of redistributive justiceand rarely the conception of justice as recognition. The study indicates the relevance forthe research on basic education policies to move towards a new conceptual framework that incorporates the two perspectives of justice discussed as a reference for studies on the fulfillment of the Right for Education in Brazil.

Palavras-chave : School Inequality; Equity; Educational Policies; State of Knowledge.

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