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Exclusionary Rationalities in Brazilian Schooling

Natália Gil
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(De)colonial
A01=Natalia Gil
ABC Test
Access to schooling
Articles Present Results
Author_Natalia Gil
Automatic Promotion
Base Nacional Comum Curricular
Brazilian Schools
Category=JBCC
Category=JBSL
Category=JNAM
Category=JNF
Category=JNK
Category=NHTQ
Child's Mental Hygiene Services
Child’s Mental Hygiene Services
Colonial legacies
Colonialism
Colonialism and education
Coloniality
Common National Curriculum Base
Correio Braziliense
De Pernambuco
Democratic model of education
Didactica Magna
Education in Latin America
Education policy
Education reform
Education System
educational inequality
Em Bom
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eq_history
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eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Folha De
Geral De
historical schooling reforms
History of Brazilian Education
IBGE
Influence Teacher Student Interaction
Instituto Brasileiro De Geografia
Measurement
National curriculum
National Household Sample Survey
PCN
Public Administration
Quality education for all
Quality of education
Quantification
quantification of academic achievement
Ratio Studiorum
School assessment
School dropout rates
School evaluation
School failure
school failure analysis
School inequality
School performance
social stratification education
sociological education research
St Grade
St Grade Students
State Secretaries
student assessment systems
Student dropout
Universidade De Sao Paulo
Universidade Federal De Pelotas
Young Man

Product details

  • ISBN 9781032200453
  • Weight: 453g
  • Dimensions: 152 x 229mm
  • Publication Date: 23 Jun 2023
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

Through in-depth socio-historical analysis of discourses and processes of quantification around school performance and student failure rates in Brazil, this volume highlights the prevalence of Eurocentric colonized thought that results in the persistence of exclusion bottlenecks; different trajectories according to gender, race, and class; and significant regional variations in the rates of failure and dropout, among other problems.

Focusing on processes performed between 1918 and 2012, this book offers rich analysis of historiographic sources including journals, newspapers, and administrative documentation to trace the development of initiatives intended to promote the democratization of Brazilian schooling. An examination of reforms including school classification, the graduated school model, admissions examinations, and automatic promotion reveal a school system that mirrors wider societal injustices and guarantees academic success for only a minority of students.

Bringing a nuanced and elaborated historical perspective of the pragmatics of the selective classificatory logic in different institutional and epistemic qualities of the school organization of children and the reasoning about abilities and achievement, this book will appeal to scholars and researchers with interests in curriculum and assessment, the sociology of education, and the history of education.
About Natalia Gil

Natália Gil is Professor and Researcher in the School of Education at The Federal University of Rio Grande do Sul (UFRGS), Brazil.

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