Reacting to poverty: A comparative analysis of schools in Brazilian deprived areas
- 228 Downloads
Schools in the most deprived areas in Brazil are marked by extreme poverty, a situation that has obvious consequences for the everyday life in schools and for efforts to develop a supportive culture of schooling. Nevertheless, schools’ responses to poverty are far from uniform. Although the context of poverty generally determines what is possible for schools to achieve, this context is by no means consistent. Not all schools located in poor areas offer poor education. And, in themselves, unfavourable contexts do not necessarily generate educational failure. This article captures the diversity of effects generated by poverty at the school level, and the variety of responses by schools situated in very similar socioeconomic and cultural contexts. It draws on a study conducted in the state of Minas Gerais, which explored five schools and their corresponding cultures to reveal the diverse effects of poverty at the school level.
KeywordsPoverty Inequality School culture Politics Inclusion Brazil
- Ainscow, M. (1996). Inclusion: How do we measure up? Paper presented at the Seminar and Forum on Inclusive Education, April 26, 1996, Brisbane, Australia.Google Scholar
- Ball, S. (1987). The micropolitics of the school: Towards a theory of school organisation. London: Methuen.Google Scholar
- Bernstein, B. (1990). The structuring of the pedagogic discourse. London: Routledge.Google Scholar
- Bonal, X., & Tarabini, A. (Eds.) (2010). Ser pobre en la escuela: Habitus de pobreza y condiciones de educabilidad [Being poor at school: Poverty, habitus, and conditions of educability]. Buenos Aires: Miño y Dávila.Google Scholar
- Dalben, A. I. (2000). Avaliaçao da implementaçao de Projeto Político-Pedagógico Escola Plural [Evaluation of Escola Plural Project implementation]. In A. Dalben (Ed.), Singular o plural: Eis a escola em questao. Belo Horizonte: Universidade Federal de Minas Gerais, Faculdade de Educaçao, & Grupo de Avaliaçai e Medidas Educacionais.Google Scholar
- Dale, R. (1989). The state and education policy. Milton Keynes: Open University Press.Google Scholar
- Dale, R. (2010). The dark side of the whiteboard: Education, poverty, inequalities and social exclusion. Paper for distribution at the Belgian EU Presidency Conference on Education and Social Inclusion, September 28–29, 2010, Ghent.Google Scholar
- Duarte, V. C. (2004). Capacitaçao Docente em Minas Gerais e Sao Paolo: Uma análise comparativa [Teacher training in Minas Gerais and Sao Paolo: A comparative analysis]. Cuadernos de Pesquisa, 34(121), 139–168.Google Scholar
- Freitas, L. C. (2007). Eliminaçao adiada: O caso das classes populares no interior da escola e a ocultaçao da (má) qualidade do ensino comparativa [Deferred elimination: The twilight of the popular classes within schools and the concealing of the (poor) quality of teaching]. Educação e Sociedade, 28(100), 965–987.Google Scholar
- Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. London: Cassell.Google Scholar
- INEP [Instituto Nactional de Estudos e Pesquisas Educationais Ansio Teixeira] (2014). Indice de Desenvolvimento da Educaçao Básica [Index of basic education quality]. Brasilia: INEP. http://ideb.inep.gov.br/.
- Lupton, R. (2004). Schools in disadvantaged areas: Recognising context and raising quality. Centre for Analysis of Social Exclusion (CASE) paper 76. London: London School of Economics.Google Scholar
- Preston, J., & Green, A. (2003). The macro-social benefits of education, training and skills in comparative perspective. London: Centre for Research on the Wider Benefits of Learning.Google Scholar
- Redondo, P. (2004). Escuelas y pobreza: Entre el desasosiego y la obstinación [Schools and poverty: Between discomfort and stubbornness]. Buenos Airs: Paidós.Google Scholar
- Rist, R. (1970). Student social class and teacher expectations: The self-fullfilling prophecy in ghetto education. Harvard Educational Review, 70(3), 257–301.Google Scholar
- SIMAVE [Sistema Miniero de Avaliação da Educação Pública] (2014). Organisational website. http://www.simave.caedufjf.net/proeb/resultadosescala/.