School Segregation in Rio de Janeiro: Geographical, Racial and Historical Dimensions of a Centre-Periphery Dynamic

Autor/in	Windle, Joel
Titel	School Segregation in Rio de Janeiro: Geographical, Racial and Historical Dimensions of a Centre-Periphery Dynamic
Quelle	In: Comparative Education, 58 (2022) 1, S.91-105 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2021.1894868
Schlagwörter	School Segregation; Racial Segregation; Political Attitudes; Foreign Countries; Educational History; Racial Differences; Enrollment Trends; Public Schools; Private Schools; Educational Change; Affirmative Action; Educational Policy; Educational Finance; Federal Aid; Racial Composition; Academic Achievement; Equal Education; Family Characteristics; Selective Admission; Place of Residence; Geographic Location; Socioeconomic Influences; Brazil + Suchen Sie Ihr Suchwort? Rassentrennung; Political attitude; Politische Einstellung; Ausland; History of education; Bildungsgeschichte; Rassenunterschied; Public school; Öffentliche Schule; Private school; Privatschule; Bildungsreform; Politics of education; Bildungspolitik; Bildungsfonds; Schulleistung; Bildungsselektion; Wohnort; Sozioökonomischer Faktor; Brasilien
Abstract	This paper examines educational segregation in the Brazilian city of Rio de Janeiro through the lens of a multifaceted centreperiphery relationship involving geographical, racial and historical dimensions. The paper first situates Brazilian racial inequalities historically, drawing on decolonial theory, before examining student enrolment patterns in Brazil's second-largest metropolis. Although Brazil is often held to be a racially integrated society, the analysis shows sharp racial and social divisions between a 'peripherally' oriented mass public school system, a 'centrally' oriented private sector, and selective public schools run by the federal government. The selective public sector is undergoing a period of transition, driven by affirmative action policies, and provoking tensions that are examined through the experiences of two politically-engaged teachers. The findings point to the importance of political mobilisation in effecting change and the need for further affirmative action policies, along with a revised funding model for public schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01