Education in human rights from the perspective of teachers in the public network of Rio de Janeiro

Abstract

This article analyzes the conditions associated with the differences in the academic performance of students of low socio-cultural status. The performance levels are established using the results in the reading area of the Programme for International Student Assessment 2018 tests. Diverse variables on the educational experience of the students are used to analyze the conditions that are linked to the variations in performance within the same social stratum. The methodology used were ‘univariate linear models’. These showed that some factors are very recurrently associated with students’ performance, although the magnitude of the association and the way in which they combine with each other vary from one country to another.