<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022010000200006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Escolarização no Brasil: articulando as perspectivas de gênero, raça e classe social]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferraro]]></surname>
<given-names><![CDATA[Alceu Ravanello]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A06">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2010</year>
</pub-date>
<volume>36</volume>
<numero>02</numero>
<fpage>505</fpage>
<lpage>526</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022010000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022010000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022010000200006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo apresenta os resultados de um experimento de articulação das dimensões gênero, raça e classe social no estudo da dinâmica da escolarização no Brasil, com base nos microdados do Censo Demográfico 2000. O nível de escolarização é medido por meio da média de anos de estudo realizados com aprovação pela população de 10 anos ou mais. O estudo evidencia que essas três dimensões produzem efeitos que não podem ser simplesmente adicionados, porque obedecem a lógicas distintas. À medida que se passa das gerações mais velhas para as mais novas, as mulheres passam da condição de inferioridade à de superioridade em termos de média de anos de estudo, ao passo que a população negra mantém-se em posição de inferioridade, em relação à população branca, em todas as idades, embora com alguma redução no nível de desigualdade. Por sua vez, as desigualdades educacionais relacionadas com as diferentes posições na ocupação, tomadas aqui como indicadores de classe, aparecem como as mais acentuadas, e isso tanto na população masculina como na feminina, tanto na população branca como na negra. O texto reforça, assim, a importância e a viabilidade de se articular, no estudo da escolarização, as dimensões gênero, raça e classe social, como recomendado pela literatura sobre a questão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The article presents results of an experiment in articulating the dimensions of gender, race, and social class in the study of the dynamics of schooling in Brazil based on the micro-data of the 2000 Demographic Census. The level of schooling is measured from the average years of study successfully completed by the population aged 10 or more. The study reveals that these three dimensions produce effects that cannot be simply added to each other, because they follow different logics. As we move from the older generations to the younger, women go from a situation of inferiority to one of superiority in terms of average years of schooling, whereas the black population maintains a position of inferiority in relation to the white population across all age groups, although with some reduction in the degree of inequality. In their turn, educational inequalities as related to the professional occupation, taken here as an indication of social class, appear as the most pronounced, both in male and female populations, and among blacks and whites. The text therefore reinforces the importance and possibility of articulating in the study of schooling the dimensions of gender, race, and social class, as recommended in the literature on the subject.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Brasil]]></kwd>
<kwd lng="pt"><![CDATA[Escolarização]]></kwd>
<kwd lng="pt"><![CDATA[Gênero]]></kwd>
<kwd lng="pt"><![CDATA[Raça]]></kwd>
<kwd lng="pt"><![CDATA[Classe Social]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
<kwd lng="en"><![CDATA[Schooling]]></kwd>
<kwd lng="en"><![CDATA[Gender]]></kwd>
<kwd lng="en"><![CDATA[Race]]></kwd>
<kwd lng="en"><![CDATA[Social Class]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Escolariza&ccedil;&atilde;o no Brasil: articulando as perspectivas de  g&ecirc;nero, ra&ccedil;a e classe social.</h2> <h3>Schooling in Brazil:  articulating the perspectives of gender, race, and social class.</h3>     <p>&nbsp;</p> <h4>Alceu Ravanello Ferraro    <br> </h4> </font>      ]]></body><back>
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