RESUMO O objetivo deste artigo é contribuir com o debate do projeto de escola pública e de professor para a educação especial proposto nas políticas educacionais no início do século XXI no Brasil. Com base no materialismo histórico-dialético, analisamos documentos nacionais representativos da política de educação especial entre 1996 e 2016. Constatamos que o projeto de escola pública está ancorado no viés assistencialista, com ampliação da entrada do setor privado em sua gestão. A educação especial na atual perspectiva reforça a característica de serviço a ser prestado nas escolas regulares, e o professor, nesse contexto, é mais um recurso utilizado. Tais considerações corroboram com as determinações das Organizações Multilaterais para a educação.
{"title":"Professor Sem Ensino: projeto de escola e professor para educação especial (1996-2016)","authors":"Kamille Vaz","doi":"10.1590/2175-6236116977","DOIUrl":"https://doi.org/10.1590/2175-6236116977","url":null,"abstract":"RESUMO O objetivo deste artigo é contribuir com o debate do projeto de escola pública e de professor para a educação especial proposto nas políticas educacionais no início do século XXI no Brasil. Com base no materialismo histórico-dialético, analisamos documentos nacionais representativos da política de educação especial entre 1996 e 2016. Constatamos que o projeto de escola pública está ancorado no viés assistencialista, com ampliação da entrada do setor privado em sua gestão. A educação especial na atual perspectiva reforça a característica de serviço a ser prestado nas escolas regulares, e o professor, nesse contexto, é mais um recurso utilizado. Tais considerações corroboram com as determinações das Organizações Multilaterais para a educação.","PeriodicalId":37091,"journal":{"name":"Educacao and Realidade","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67272747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Resumo: O objetivo do artigo é analisar o impacto da condição de classe dos estudantes brasileiros da educação básica nos seus desempenhos educacionais. Os fundamentos teóricos da pesquisa remetem ao conceito de classe social de Pierre Bourdieu. A partir de uma abordagem quantitativa, utilizamos a base de dados do Sistema de Avaliação da Educação Básica (Saeb), realizado em 2013. As técnicas analíticas mobilizadas foram a estatística descritiva, a análise de correspondência e a regressão linear múltipla. Os resultados empíricos demonstraram a persistência dos efeitos da classe social na conformação dos rendimentos acadêmicos, ainda que coexistindo com os impactos das variáveis de escolarização, de trajetória individual e de caráter pedagógico.
{"title":"Condição de Classe e Desempenho Educacional no Brasil","authors":"B. Caprara","doi":"10.1590/2175-623693008","DOIUrl":"https://doi.org/10.1590/2175-623693008","url":null,"abstract":"Resumo: O objetivo do artigo é analisar o impacto da condição de classe dos estudantes brasileiros da educação básica nos seus desempenhos educacionais. Os fundamentos teóricos da pesquisa remetem ao conceito de classe social de Pierre Bourdieu. A partir de uma abordagem quantitativa, utilizamos a base de dados do Sistema de Avaliação da Educação Básica (Saeb), realizado em 2013. As técnicas analíticas mobilizadas foram a estatística descritiva, a análise de correspondência e a regressão linear múltipla. Os resultados empíricos demonstraram a persistência dos efeitos da classe social na conformação dos rendimentos acadêmicos, ainda que coexistindo com os impactos das variáveis de escolarização, de trajetória individual e de caráter pedagógico.","PeriodicalId":37091,"journal":{"name":"Educacao and Realidade","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47299469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O presente texto discute a filosofia tardia de Wittgenstein. Tentaremos estabelecer os seguintes pontos: (A) A filosofia tardia de Wittgenstein e vista por Morris Weitz como uma oportunidade de desenvolvimento de novas ideias na estetica e na filosofia da arte, embora Wittgenstein nao tenha feito esses desenvolvimentos. (B) A interpretacao de Weitz sobre Wittgenstein dispara um debate sobre os aspectos definicionais concernentes aos campos mencionados. (C) Esse debate e, ainda hoje, vivo e continuado e um de seus protagonistas mais recentes e Noel Carroll. (D) A proposta metodologica de identificacao de arte sem definicoes essenciais de Carroll e, em certo sentido, uma resposta relevante a outras abordagens no campo, especial a weitziana. (E) Porque a abordagem de Carroll evoca a identificacao de arte como algo orientado pela linguagem, pela critica e pela construcao de narrativas, pelo contato com outros, etc., sua abordagem parece representar um retorno as ideias originais de Wittgenstein; especialmente a de critica de arte como algo dependente da apreciacao artistica e de um “trabalho sobre si mesmo” - no sentido de que a apreciacao artistica requer um trabalho sobre nossa propria percepcao e crenca. Por fim, nossa hipotese e que esse retorno a Wittgenstein feito por Carroll evoca tambem a ideia de que a educacao em arte e, consequentemente, um processo de revisitacao das proprias percepcoes e crencas por meio de um encontro com a historia da arte, da cultura, dos contextos concretos de uso da linguagem, etc.; coisas que representam uma instância de radical alteridade.
{"title":"O Trabalho sobre si Mesmo: reflexões sobre o legado de Wittgenstein para a filosofia da arte e a educação artística","authors":"Guilherme Mautone","doi":"10.1590/2175-6236106079","DOIUrl":"https://doi.org/10.1590/2175-6236106079","url":null,"abstract":"O presente texto discute a filosofia tardia de Wittgenstein. Tentaremos estabelecer os seguintes pontos: (A) A filosofia tardia de Wittgenstein e vista por Morris Weitz como uma oportunidade de desenvolvimento de novas ideias na estetica e na filosofia da arte, embora Wittgenstein nao tenha feito esses desenvolvimentos. (B) A interpretacao de Weitz sobre Wittgenstein dispara um debate sobre os aspectos definicionais concernentes aos campos mencionados. (C) Esse debate e, ainda hoje, vivo e continuado e um de seus protagonistas mais recentes e Noel Carroll. (D) A proposta metodologica de identificacao de arte sem definicoes essenciais de Carroll e, em certo sentido, uma resposta relevante a outras abordagens no campo, especial a weitziana. (E) Porque a abordagem de Carroll evoca a identificacao de arte como algo orientado pela linguagem, pela critica e pela construcao de narrativas, pelo contato com outros, etc., sua abordagem parece representar um retorno as ideias originais de Wittgenstein; especialmente a de critica de arte como algo dependente da apreciacao artistica e de um “trabalho sobre si mesmo” - no sentido de que a apreciacao artistica requer um trabalho sobre nossa propria percepcao e crenca. Por fim, nossa hipotese e que esse retorno a Wittgenstein feito por Carroll evoca tambem a ideia de que a educacao em arte e, consequentemente, um processo de revisitacao das proprias percepcoes e crencas por meio de um encontro com a historia da arte, da cultura, dos contextos concretos de uso da linguagem, etc.; coisas que representam uma instância de radical alteridade.","PeriodicalId":37091,"journal":{"name":"Educacao and Realidade","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67271487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this article is to present a set of eight distinct discussions on the topic of education within the scope of a Wittgensteinian critique of language. To this end, I trace not only the development and peculiarities of Wittgenstein’s thought on language, but also the difficulties of his methodologies, his notion of “therapy”, and the literariness of his writings right through the maturation of his work as relevant topics to that effect. I hope this brief articulation will serve as an introduction to the reading of the texts of our thematic section, as they all touch in one way or another on these same points in a concordant or divergent way.
{"title":"Alguns Pensamentos a Respeito de Wittgenstein e Educação","authors":"J. J. R. L. Almeida","doi":"10.1590/2175-6236108336","DOIUrl":"https://doi.org/10.1590/2175-6236108336","url":null,"abstract":"The purpose of this article is to present a set of eight distinct discussions on the topic of education within the scope of a Wittgensteinian critique of language. To this end, I trace not only the development and peculiarities of Wittgenstein’s thought on language, but also the difficulties of his methodologies, his notion of “therapy”, and the literariness of his writings right through the maturation of his work as relevant topics to that effect. I hope this brief articulation will serve as an introduction to the reading of the texts of our thematic section, as they all touch in one way or another on these same points in a concordant or divergent way.","PeriodicalId":37091,"journal":{"name":"Educacao and Realidade","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67271891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The author discusses the importance of Wittgenstein’s thinking for the relativization of the scientific attitude in the philosophy of education, particularly when the social sciences tend to follow the model of the hard sciences in their research activities.
{"title":"Wittgenstein, Pesquisa Educacional e a Captura da Ciência","authors":"Richard Smith","doi":"10.1590/2175-6236106764","DOIUrl":"https://doi.org/10.1590/2175-6236106764","url":null,"abstract":"The author discusses the importance of Wittgenstein’s thinking for the relativization of the scientific attitude in the philosophy of education, particularly when the social sciences tend to follow the model of the hard sciences in their research activities.","PeriodicalId":37091,"journal":{"name":"Educacao and Realidade","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67272147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Com base nas reflexoes de Wittgenstein sobre a linguagem, buscamos transpor algumas de suas afirmacoes terapeuticas para o campo da educacao, em particular aquelas sobre as relacoes entre saber fazer (conhecimento pratico) e o aprendizado de regras (conhecimento teorico). Suas consideracoes filosoficas, na minha opiniao, permitem esclarecer nao apenas o conceito de ‘seguir regras’ como fundamento da acao significativa e do pensamento, mas tambem o papel desempenhado pelas diferentes tecnicas desenvolvidas nos procedimentos adotados pelos professores para que o aluno aprenda o conteudo de suas disciplinas, apontando assim uma pedagogia que nao proclama como o professor deve agir, mas, sobretudo, o que evitar.
{"title":"Uma Reflexão sobre o Sentido Linguístico Rumo a uma Pedagogia de Inspiração Wittgensteiniana","authors":"C. Gottschalk","doi":"10.1590/2175-6236106761","DOIUrl":"https://doi.org/10.1590/2175-6236106761","url":null,"abstract":"Com base nas reflexoes de Wittgenstein sobre a linguagem, buscamos transpor algumas de suas afirmacoes terapeuticas para o campo da educacao, em particular aquelas sobre as relacoes entre saber fazer (conhecimento pratico) e o aprendizado de regras (conhecimento teorico). Suas consideracoes filosoficas, na minha opiniao, permitem esclarecer nao apenas o conceito de ‘seguir regras’ como fundamento da acao significativa e do pensamento, mas tambem o papel desempenhado pelas diferentes tecnicas desenvolvidas nos procedimentos adotados pelos professores para que o aluno aprenda o conteudo de suas disciplinas, apontando assim uma pedagogia que nao proclama como o professor deve agir, mas, sobretudo, o que evitar.","PeriodicalId":37091,"journal":{"name":"Educacao and Realidade","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67272096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Invited to survey my work in Philosophy of Education related to the later philosophy of Ludwig Wittgenstein, I first investigate how Wittgenstein became a significant thinker in this field. Affirming this connection after some deflationary remarks, clarifying the philosophical as opposed to pedagogical intent of Wittgenstein’s frequent remarks on learning, I then revisit my contest with Michael Luntley over interpreting Wittgenstein’s remarks on training. Eliding the Abrichtung, ‘animal-training’ reading, I side with Jose Medina’s social-normative view of gradually attaining (through training), autonomy within and mastery of the rules. Following the widely shared social-normative reading then opens a vista onto several meaningful applications in education of Wittgenstein’s post-foundational philosophy. One case is rule-deviation within curriculum reforms, where instead of standardization and consensus we find multiple interpretations of curricular rules. Another vexing question is how we judge with some degree of certainty the efficacy or sanity of various pedagogical practices, as in weighing the merits of discovery versus fundamentals approaches in math training. Recognizing how people become potentially blinded by long-held, second-nature reactions and ‘bedrock’ assumptions, and drawing also on Foucault, I consider applications to social justice issues in terms of how we commonly regard others: diagnosing students as ADHD or Gifted, calling out abusive language in schools, recognizing Indigenous claims for sovereignty in a process of decolonizing education, and seeing trees and other non-human beings as something more than standing resources.
{"title":"A Relevância de Wittgenstein para a Filosofia da Educação: reflexões pessoais sobre usos significativos do pós-fundacionalismo","authors":"Jeff Stickney","doi":"10.1590/2175-6236106759","DOIUrl":"https://doi.org/10.1590/2175-6236106759","url":null,"abstract":"Invited to survey my work in Philosophy of Education related to the later philosophy of Ludwig Wittgenstein, I first investigate how Wittgenstein became a significant thinker in this field. Affirming this connection after some deflationary remarks, clarifying the philosophical as opposed to pedagogical intent of Wittgenstein’s frequent remarks on learning, I then revisit my contest with Michael Luntley over interpreting Wittgenstein’s remarks on training. Eliding the Abrichtung, ‘animal-training’ reading, I side with Jose Medina’s social-normative view of gradually attaining (through training), autonomy within and mastery of the rules. Following the widely shared social-normative reading then opens a vista onto several meaningful applications in education of Wittgenstein’s post-foundational philosophy. One case is rule-deviation within curriculum reforms, where instead of standardization and consensus we find multiple interpretations of curricular rules. Another vexing question is how we judge with some degree of certainty the efficacy or sanity of various pedagogical practices, as in weighing the merits of discovery versus fundamentals approaches in math training. Recognizing how people become potentially blinded by long-held, second-nature reactions and ‘bedrock’ assumptions, and drawing also on Foucault, I consider applications to social justice issues in terms of how we commonly regard others: diagnosing students as ADHD or Gifted, calling out abusive language in schools, recognizing Indigenous claims for sovereignty in a process of decolonizing education, and seeing trees and other non-human beings as something more than standing resources.","PeriodicalId":37091,"journal":{"name":"Educacao and Realidade","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67272041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Founded on the conviction that Wittgenstein’s oeuvre - which has as initial emblematic decolonial landmark the therapeutic-grammatical criticism that he addresses to the monumental work of Scottish anthropologist James George Frazer, entitled The golden bough - can be seen not exactly as a philosophy or a new philosophy, but as a (self) therapeutic philosophizing about a set of problems that the scholar tradition called ‘philosophical’ - among which, the basic problem of language that, to him, does not constitute a problem among others, but the condition for philosophizing and, by extension, for the philosophical or verbalist deconstruction of the other problems -, the purpose of this article is to characterize and describe therapeutically what we see as the decolonial aspect of this philosophizing. To this end, we will take to the divan, constituting it as a disease that can be treated by a therapeutic-grammatical attitude, the very problem of coloniality that has been guiding global school education since the constitution of national schooling systems, since the 19th century. From this perspective, we have assumed and practiced the belief that a (self) therapeutic writing must also be a (self) decolonial writing. Thus, we chose to write this article according to a polyphonic dialogic genre, which is also one of the characteristics of the therapeutic manner of philosophizing of LW. We specify the authorship of the voices participating in the dialogue by the initials of the first and last names of their authors, so Ludwig Wittgenstein will appear as LW. Our voices, in turn, will be referenced using HW and WH, which, intentionally, do not distinguish them.
{"title":"Wittgenstein, Terapia e Educação Escolar Decolonial","authors":"A. Miguel, C. Tamayo","doi":"10.1590/2175-6236107911","DOIUrl":"https://doi.org/10.1590/2175-6236107911","url":null,"abstract":"Founded on the conviction that Wittgenstein’s oeuvre - which has as initial emblematic decolonial landmark the therapeutic-grammatical criticism that he addresses to the monumental work of Scottish anthropologist James George Frazer, entitled The golden bough - can be seen not exactly as a philosophy or a new philosophy, but as a (self) therapeutic philosophizing about a set of problems that the scholar tradition called ‘philosophical’ - among which, the basic problem of language that, to him, does not constitute a problem among others, but the condition for philosophizing and, by extension, for the philosophical or verbalist deconstruction of the other problems -, the purpose of this article is to characterize and describe therapeutically what we see as the decolonial aspect of this philosophizing. To this end, we will take to the divan, constituting it as a disease that can be treated by a therapeutic-grammatical attitude, the very problem of coloniality that has been guiding global school education since the constitution of national schooling systems, since the 19th century. From this perspective, we have assumed and practiced the belief that a (self) therapeutic writing must also be a (self) decolonial writing. Thus, we chose to write this article according to a polyphonic dialogic genre, which is also one of the characteristics of the therapeutic manner of philosophizing of LW. We specify the authorship of the voices participating in the dialogue by the initials of the first and last names of their authors, so Ludwig Wittgenstein will appear as LW. Our voices, in turn, will be referenced using HW and WH, which, intentionally, do not distinguish them.","PeriodicalId":37091,"journal":{"name":"Educacao and Realidade","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67272289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The analysis of the text/class The student’s thinking was carried out a reflecting on the synthesis of the concepts that constitute the Historical-Cultural Theory, with emphasis on the development of human consciousness. The method for such action was the documentary analysis and the interpretation procedure employed was the textual configuration analysis. Aspects of the historical context and translation were analyzed, as well as the synthesis of concepts presented by Vigotski for teachers in training. The attempt to clarify, exemplify, contextualize and demonstrate to teachers the need to reflect on the concepts of the Historical-Cultural Theory, in pedagogical practice, explored the conceptual thinking in the process of child development.
{"title":"Análise da Configuração Textual: uma aula de L. S. Vigotski","authors":"Amabriane da Silva Oliveira Shimite, F. Koga","doi":"10.1590/2175-623697992","DOIUrl":"https://doi.org/10.1590/2175-623697992","url":null,"abstract":"The analysis of the text/class The student’s thinking was carried out a reflecting on the synthesis of the concepts that constitute the Historical-Cultural Theory, with emphasis on the development of human consciousness. The method for such action was the documentary analysis and the interpretation procedure employed was the textual configuration analysis. Aspects of the historical context and translation were analyzed, as well as the synthesis of concepts presented by Vigotski for teachers in training. The attempt to clarify, exemplify, contextualize and demonstrate to teachers the need to reflect on the concepts of the Historical-Cultural Theory, in pedagogical practice, explored the conceptual thinking in the process of child development.","PeriodicalId":37091,"journal":{"name":"Educacao and Realidade","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67278986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sarah Jane Alves Durães, Nuria Rodriguez-Avila, Gilmar Ribeiro dos Santos, Luan Queiroz, Maria da Luz Ferreira
Resumen: Este artículo analiza algunas características de la población brasileña posgraduada en el periodo de 2009-2015 presentados por los datos estadísticos del Instituto Brasileiro de Geografía e Estatística (IBGE), Centro de Gestão e Estudos Estratégicos (CGEE), Relação Anual de Informações Sociais (RAIS) y de la Organización para la Cooperación y el Desarrollo Económico (OCDE). El análisis de los datos muestra que las personas con postgrado siguen siendo una minoría en Brasil, perteneciendo a una elite académica y, en la mayoría de los casos, a una élite económica.
{"title":"Élites Académicas y Élites Económicas: profesionales con postgrado en Brasil","authors":"Sarah Jane Alves Durães, Nuria Rodriguez-Avila, Gilmar Ribeiro dos Santos, Luan Queiroz, Maria da Luz Ferreira","doi":"10.1590/2175-623693508","DOIUrl":"https://doi.org/10.1590/2175-623693508","url":null,"abstract":"Resumen: Este artículo analiza algunas características de la población brasileña posgraduada en el periodo de 2009-2015 presentados por los datos estadísticos del Instituto Brasileiro de Geografía e Estatística (IBGE), Centro de Gestão e Estudos Estratégicos (CGEE), Relação Anual de Informações Sociais (RAIS) y de la Organización para la Cooperación y el Desarrollo Económico (OCDE). El análisis de los datos muestra que las personas con postgrado siguen siendo una minoría en Brasil, perteneciendo a una elite académica y, en la mayoría de los casos, a una élite económica.","PeriodicalId":37091,"journal":{"name":"Educacao and Realidade","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48006954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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