Abstract
The present study analyzes educational targeting in Argentina, Brazil and Chile from a sociological point of view. It shows that a ‘logic of induction’ has become the vehicle for anti-poverty education strategies meant to help targeted groups improve on their own. The analysis explores the influence of the global educational agenda, the empirical connection between the logic of induction and the mechanism of emulation, and the territorial aspects of educational inequalities. Emulation plays a main role inasmuch as the logic of induction leads targeted groups to compare their adverse situation with more privileged groups, which actually legitimizes inequalities. A brief statistical summary completes the study, showing that educational inequality has remained unchanged as far as urban–rural ratios (in Brazil and Chile) and regional disparities (in all three countries) are concerned.
Zusammenfassung
GLOBALISIERUNG, BILDUNGSZIELE UND STABILE UNGLEICHHEITEN: EINE VERGLEICHENDE ANALYSE VON ARGENTINIEN, BRASILIEN UND CHILE – Die vorliegende Untersuchung analysiert Bildungsziele in Argentinien, Brasilien und Chile aus einem soziologischen Blickwinkel. Sie zeigt, dass eine ,Logik der Induktion‘ zum Mittel für Strategien zur Bildung gegen Armut geworden ist, die den Zielgruppen helfen sollen, sich aus eigener Kraft zu verbessern. Die Analyse erforscht den Einfluss der weltweiten Agenda zur Bildung, die empirische Verbindung zwischen der Logik der Induktion und dem Mechanismus des Wettbewerbs sowie die territorialen Aspekte in den Ungleichheiten in der Bildung. Wettbewerb spielt eine Hauptrolle, insofern die Logik der Induktion Zielgruppen dazu bringt, ihre nachteilige Situation mit privilegierteren Gruppen zu vergleichen, was Ungleichheiten tatsächlich legitimiert. Ein kurzer statistischer Überblick beendet die Untersuchung, der zeigt, dass die Ungleichheit in der Bildung unverändert geblieben ist, insoweit man das Stadt-Land Gefälle (in Brasilien und Chile) und regionale Ungleichmäßigkeiten (in allen drei Ländern) betrachtet.
Résumé
GLOBALISATION, OPTIMISATION ÉDUCATIVE, ET INÉGALITÉS STABLES : UNE ANALYSE COMPARATIVE DE L’ARGENTINE, DU BRÉSIL ET DU CHILI – L’étude présente analyse l’optimisation éducative en Argentine, au Brésil et au Chili d’un point de vue sociologique. Elle prouve qu’une ‘logique de l’induction’ est devenue le véhicule de stratégies d’éducation combattant la pauvreté, censées aider les groupes visés à s’améliorer tous seuls. L’analyse explore l’influence de l’agenda global pour l’éducation, le rapport empirique entre la logique de l’induction et le mécanisme d’émulation, et les aspects territoriaux des inégalités éducatives. L’émulation joue un rôle majeur dans la mesure où la logique de l’induction mène les groupes visés à comparer leur situation défavorable à celle des groupes plus privilégiés, ce qui légitime de fait les inégalités. Un bref résumé statistique complète cette étude, montrant que l’inégalité éducative est restée inchangée en ce qui concerne les proportions urbaines-rurales (au Brésil et au Chili) et les disparités régionales (dans chacun des trois pays).
Resumen
GLOBALIZACIÓN, TARGETING EDUCATIVO Y DESIGUALDADES CONSTANTES: UN ANÁLISIS COMPARATIVO DE ARGENTINA, BRAZIL Y CHILE – El presente estudio analiza el targeting educativo en Argentina, Brasil y Chile desde un punto de vista sociológico. El estudio muestra que una llamada ‘lógica de inducción’ se ha convertido en el vehículo de estrategias de lucha contra la pobreza, destinado a ayudar a grupos objetivo a progresar por sus propios esfuerzos. El análisis explora la influencia de la agenda global para la educación, la conexión empírica entre la lógica de inducción y el mecanismo de emulación, y los aspectos territoriales de desigualdades en la educación. La emulación juega un papel principal, dado que la lógica de inducción hace que los grupos objetivo comparen su situación adversa con la de grupos más privilegiados, lo cual, en realidad, legitima las desigualdades. Un breve resumen estadístico completa el estudio, mostrando que la desigualdad en la educación no ha cambiado en cuanto a ratios urbano-rural (en Brasil y Chile) y a disparidades sociales (en los tres países).
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Rambla, X. Globalization, Educational Targeting, and Stable Inequalities: A Comparative Analysis of Argentina, Brazil, and Chile. Int Rev Educ 52, 353–370 (2006). https://doi.org/10.1007/s11159-005-0001-6
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DOI: https://doi.org/10.1007/s11159-005-0001-6