<?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>S1517-97022023000100691</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349260580por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Equidade educacional e vulnerabilidade social nos territórios: os casos das redes municipais do Ceará e de Fortaleza]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational equity and social vulnerability in the territories: cases of Ceará State municipal networks in Fortaleza]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Vanda Mendes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kasmirski]]></surname>
<given-names><![CDATA[Paula Reis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ayed]]></surname>
<given-names><![CDATA[Choukri Ben]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A2a">
<institution><![CDATA[,Instituto Jus - Desenvolvimento de Inovações Tecnológicas, Sociais, Gestão de Políticas Públicas e Justiça Social  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A3a">
<institution><![CDATA[,Fundação Getúlio Vargas Escola de Economia de São Paulo ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A4a">
<institution><![CDATA[,Université de Limoge  ]]></institution>
<addr-line><![CDATA[Limoges ]]></addr-line>
<country>France</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100691&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100691&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100691&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa a relação entre a equidade educacional em escolas públicas municipais do ensino fundamental 1 do Estado do Ceará e do município de Fortaleza (mais de 70% das matrículas) e a vulnerabilidade social nos seus territórios, entre 2011 e 2017. Usou-se o Índice de Vulnerabilidade Social (IVS) do Instituto de Pesquisa Econômica Aplicada (IPEA) e georreferenciou-se as escolas. Com base no modelo do índice de pobreza proposto por Foster, Greer e Thorbecke ( 1984), operacionalizou-se o conceito de equidade à luz de Crahay ( 2000) e Ribeiro ( 2014). Marcadores sociais como raça/cor, gênero e classe econômica, nesse caso, definidas à luz do Critério Brasil, todos considerando as respostas dos alunos aos questionários associados à Prova Brasil, permitiram ampliar o olhar sobre a equidade. Concluiu-se que, no Estado do Ceará, houve ampliação da equidade, beneficiando também os territórios de vulnerabilidade social nos territórios, de forma mais intensa que no país e no Nordeste. Essa tendência beneficiou também grupos sociais tradicionalmente desfavorecidos, quando se observa os marcadores sociais gênero e raça/cor. Em comparação com outras capitais do Nordeste, Fortaleza denota melhora da equidade em territórios de alta e média vulnerabilidade social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present article is an analysis about the association between educational equity in municipal public primary schools, herein called PS, in Ceará State and in Fortaleza City (more than 70% of school enrollments), and social vulnerability in their territories, between 2011 and 2017. The Social Vulnerability Index (SVI) by Instituto de Pesquisa Econômica Aplicada (IPEA) [Applied Economics Research institute] was used in the study and schools were georeferenced. The concept of equity based on the poverty index model proposed by Foster, Greer and Thorbecke ( 1984) was operationalized in light of Crahay ( 2000) and Ribeiro ( 2014). Social markers, such as race/skin color, gender and economic class, were defined according to &#8216;Critério Brasil&#8217; [Brazil Criterion]. All of them took into account students&#8217; answers in questionnaires associated with &#8216;Prova Brasil&#8217; [Brazil Test], and it allowed widening the sight over equity. It was possible concluding that equity was broadened in Ceará State, and that it has benefited social vulnerability zones in the territories, in a more remarkable way than in the Northeastern region and in Brazil. This trend also benefited traditionally disfavored social groups when social, gender and race/skin color markers were taken into account. Fortaleza shows signs of improved equity in high and low social vulnerability territories in comparison to the other Northeastern capitals.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ceará]]></kwd>
<kwd lng="pt"><![CDATA[Equidade]]></kwd>
<kwd lng="pt"><![CDATA[Desigualdade educacional]]></kwd>
<kwd lng="pt"><![CDATA[Implementação de políticas públicas]]></kwd>
<kwd lng="pt"><![CDATA[Políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Vulnerabilidade social no território]]></kwd>
<kwd lng="en"><![CDATA[Ceará]]></kwd>
<kwd lng="en"><![CDATA[Equity]]></kwd>
<kwd lng="en"><![CDATA[Educational inequality]]></kwd>
<kwd lng="en"><![CDATA[Public policy implementation]]></kwd>
<kwd lng="en"><![CDATA[Educational policies]]></kwd>
<kwd lng="en"><![CDATA[Social Vulnerability in the territory]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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