<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1414-4077</journal-id>
<journal-title><![CDATA[Avaliação: Revista da Avaliação da Educação Superior (Campinas)]]></journal-title>
<abbrev-journal-title><![CDATA[Avaliação (Campinas)]]></abbrev-journal-title>
<issn>1414-4077</issn>
<publisher>
<publisher-name><![CDATA[Publicação da Rede de Avaliação Institucional da Educação Superior (RAIES), da Universidade Estadual de Campinas (UNICAMP) e da Universidade de Sorocaba (UNISO)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1414-40772012000300013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Origens sociais dos futuros educadores: a democratização desigual da educação superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Palazzo]]></surname>
<given-names><![CDATA[Janete]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Candido Alberto]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A13">
<institution><![CDATA[,FACITEC  ]]></institution>
<addr-line><![CDATA[DF ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>11</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>11</month>
<year>2012</year>
</pub-date>
<volume>17</volume>
<numero>03</numero>
<fpage>877</fpage>
<lpage>898</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1414-40772012000300013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1414-40772012000300013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1414-40772012000300013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo deste artigo é comparar, por meio de um estudo de caso, as características sociais, econômicas e culturais de alunos de cursos de formação de educadores e de Direito, ramo historicamente mais seletivo e, por isso, detentor de maior valorização social. Assim, pretende-se verificar a existência de diferenças sociais entre os estudantes desses cursos, no âmbito da instituição, apesar da expansão da educação superior no Brasil. A literatura constata que o crescimento das matrículas tem conduzido a uma democratização "estratificada", em que carreiras mais seletivas continuam como tal, enquanto as demais se tornam mais acessíveis a estudantes de origens sociais menos favorecidas. A pesquisa exploratória utilizou questionários como instrumentos de coleta de dados, respondidos por estudantes ingressantes do primeiro e segundo semestres de Pedagogia, Matemática e Direito em uma instituição privada de educação superior do Distrito Federal. Os resultados indicaram que os futuros educadores têm origem em estratos socioeconômicos menos privilegiados e são detentores de menos capital cultural, ao contrário do grupo de Direito. Ademais, os custos diretos e indiretos dos licenciandos são menores que a metade dos de Direito e, pela sua renda, recebem mais bolsas de estudo. Assim, pessoas com status socioeconômico mais alto tendem a ingressar em cursos e instituições de mais alto prestígio, situação acentuada com a inflação educacional, isto é, a desvalorização progressiva dos diplomas ante o crescimento do número de graduados. Com isso, visam a ter melhores oportunidades ocupacionais, mantendo até certo ponto as diferenças sociais. Quanto aos futuros educadores, indaga-se sobre as implicações da formação de profissionais, cujos custos e retornos da formação são modestos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The aim of this paper is to compare, through a case study, the social, economic and cultural characteristics between teacher education students and Law students, an area historically more selective and that, therefore, holds greater social value. It aims to characterize the social differences of these undergraduate programs within a college, despite the expansion of higher education in Brazil. The literature highlights that the growth in enrollment has led to a stratified "democratization", by which more selective careers continue being elitist, whereas the others become more accessible to students from disadvantaged social backgrounds. This exploratory project applied questionnaires to students of both groups in their first and second terms at a private college located in the Federal District. The results indicated that prospective teachers come from less privileged socioeconomic strata and hold less cultural capital, unlike the group of Law students. Furthermore, the total direct and indirect education costs of the former was about 50% of those of their Law colleagues. As a result of their low income, teacher program students were granted more scholarships. Therefore, people with higher socioeconomic status tend to apply and to enroll in higher prestige programs and colleges. These differences tend to be magnified by educational inflations, i.e., the devaluation of the diploma due to the increase in the number of graduates. As a consequence, they tend to obtain higher level occupational positions and earnings, maintaining differences in social mobility. As for prospective teachers, this work discusses implications of recruiting lower socio-economic status students, whose education costs and return are both relatively lower.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Magistério]]></kwd>
<kwd lng="pt"><![CDATA[Estratificação Social]]></kwd>
<kwd lng="pt"><![CDATA[Democratização Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Custos Educacionais]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Schoolteachers]]></kwd>
<kwd lng="en"><![CDATA[Social Stratification]]></kwd>
<kwd lng="en"><![CDATA[Educational Democratization]]></kwd>
<kwd lng="en"><![CDATA[Education Costs]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Origens sociais dos futuros educadores: a democratiza&ccedil;&atilde;o  desigual da educa&ccedil;&atilde;o superior.</h2> <h3>Social origins of  prospective teachers: the unequal democratization of higher education.</h3>     <p>&nbsp;</p> <h4>Janete Palazzo, Candido Alberto Gomes    <br> </h4> </font>      ]]></body><back>
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