Palavras-chave
Ensino suplementar
Desigualdades educacionais
Como Citar
Resumo
O artigo trata de recortes de pesquisa da literatura sobre shadow education (ensino suplementar), explorando estudos que representam cada recorte e suas principais conclusões. A análise das pesquisas indica que a preocupação com a produção de desigualdades educacionais permeia a literatura sobre shadow education, tendo em vista que essas atividades tendem a promover o aumento de distâncias educacionais entre estudantes que ocupam posições diferentes no espaço social. Destaca-se, também, que o ambiente de competição por posições escolares/universitárias relativamente favoráveis parece fomentar a demanda por atividades de ensino suplementar em diferentes contextos e que a proliferação de atividades de ensino suplementar tende a afetar as práticas de professores e alunos no ensino regular.
Referências
Alves, M. T. G., & Franco, C. (2008). A pesquisa em eficácia escolar no Brasil: evidências sobre o efeito das escolas e fatores associados à eficácia escolar. In N. Brooke, & J. F. Soares (Orgs.), Pesquisa em eficácia escolar: Origem e trajetórias (pp. 482-500). UFMG.
Aurini, J., & Davies, S. (2004). The transformation of private tutoring: education in a franchise form. Canadian Journal of Sociology, 29(3), 419-438. https://doi.org/10.2307/3654674
Baker, D. P., Akiba, M., Le Tendre, G. K., & Wiseman, A. W. (2001). Worldwide shadow education: outside-school learning, institutional quality of schooling, and cross-national mathematics achievement. Educational evaluation and policy analysis, 23(1), 1-17. https://www.jstor.org/stable/3594156
Biswal, B. P. (1999). Private tutoring and public corruption: a cost-effective education system for developing countries. The Developing Economies, 37(2), 222-240. https://doi.org/10.1111/j.1746-1049.1999.tb00232.x
Bourdieu, P. (2017). A distinção Zouk.
Brandão, Z., & Lellis, I. (2003). Elites acadêmicas escolarização dos filhos. Educação e Sociedade, 24(83), 509-526. https://dx.doi.org/10.1590/S0101-73302003000200011
Bray, M. (2003). Adverse effects of private supplementary tutoring: Dimensions, implications and government responses IIEP-UNESCO. http://www.iiep.un2esco.org/en/publication/adverse-effects-private-supplementary-tutoring-dimensions-implications-and-government
Bray, M. (2007). The shadow education system: private tutoring and its implications for planners IIEP-UNESCO. https://etico.iiep.unesco.org/sites/default/files/118486e.pdf
Bray, M. (2009). Confronting the shadow education system: What government policies for what private tutoring? IIEP-UNESCO. http://www.iiep.unesco.org/en/confronting-shadow-education-system-what-government-policies-what-private-tutoring-12159
Bray, M. (2011). The challenge of shadow education: Private tutoring and its implications for policy makers in the European Union European Commission. https://etico.iiep.unesco.org/en/resource/challenge-shadow-education-private-tutoring-and-its-implications-policy-makers-european
Bray, M. (2013). Shadow education: comparative perspectives on the expansion and implications of private supplementary tutoring. Procedia – Social and Behavioral Sciences, 77, 412-420. https://doi.org/10.1016/j.sbspro.2013.03.096
Bray, M. (2014). The impact of shadow education on student academic achievement: why the research is inconclusive and what can be done about it. Asia Pacific Educ. Rev, 15(3), 381-389. https://doi.org/10.1007/s12564-014-9326-9
Bray, M. (2015). Exacerbating or Reducing Disparities? The Global Expansion of Shadow Education and Implications for the Teaching Profession. Anais do International Council on Education for Teaching, Naruto, Tokushima, Japão. https://hub.hku.hk/bitstream/10722/222068/1/Content.pdf
Bray, M., & Kwok, P. (2003). Demand for private supplementary tutoring: conceptual considerations, and socio-economic patterns in Hong Kong. Economics of Education Review, 22, 611-620. https://doi.org/10.1016/S0272-7757(03)00032-3
Bray, M., & Lykins, C. (2012). Shadow education: Private supplementary tutoring and its implications for policy makers in Asia Asian Development Bank. https://www.think-asia.org/bitstream/handle/11540/101/shadow-education.pdf?sequence=1
Buchmann, C. (1999). The state and schooling in Kenya: historical developments and current challenges. Africa Today, 46(1), 95-117. https://www.jstor.org/stable/4187254
Buchmann, C., Condron, D. J., & Roscigno, V. J. (2010). Shadow education, American style: test preparation, the SAT and college enrollment. Social Forces, 89(2), 435-461. https://doi.org/10.1353/sof.2010.0105
Castro, N. S. E. (2013). Investigação sobre as formas de preparação para o ingresso no ensino superior: uma educação na sombra ou uma sombra na educação? [Dissertação de mestrado, Pontifícia Universidade Católica do Rio Grande do Sul]. http://tede2.pucrs.br/tede2/handle/tede/3776
Chan, C., & Bray, M. (2014). Marketized private tutoring as a supplement to regular schooling: Liberal Studies and the shadow sector in Hong Kong secondary education. Journal of Curriculum Studies, 46(3), 361-388. https://doi.org/10.1080/00220272.2014.883553
Chan, C. K. K., & Rao, N. (2009). Revisiting the Chinese learner: changing contexts, changing education Comparative Education Research Centre, The University of Hong Kong. http://ndl.ethernet.edu.et/bitstream/123456789/33608/1/383.Carol%20K.K.%20Chan.pdf
Choi, J. (2012). Private tutoring and educational inequality: evidence from a dynamic model of academic achievement in Korea. Anais da Population Association of America Annual Meeting Program, New Orleans, Louisiana, Estados Unidos. http://paa2013.princeton.edu/papers/130384
Choi, Y., & Park, H. (2016). Shadow education and educational inequality in South Korea: examining effect heterogeneity of shadow education on middle school seniors’ achievement test scores. Research in Social Stratification and Mobility, 44, 22-32. https://doi.org/10.1016/j.rssm.2016.01.002
Coleman, J.S., Campbell, E.Q., Hobson, C.J., McPartland, J., Mood, A.M., Weinfeld, F.D., & York, R.L. (1966). Equality of Educational Opportunity Government Printing Office.
Costa, J. A., Neto-Mendes, A., & Ventura, A. (2009). As explicações em estudo de caso: alguns dados da cidade de Aquarela. Revista Lusófona de Educação, 13, 81-88. http://www.scielo.mec.pt/scielo.php?script=sci_arttext&pid=S1645-72502009000100005&lng=pt&tlng=pt
Costa, J. A., Ventura, A., Neto-Mendes, A., & Martins, M. E. (2013). Reforço escolar: análise comparada dos meandros de um fenômeno em crescimento. Educação Unisinos, 17(3), 205-214. https://doi.org/10.4013/edu.2013.173.3942
Dang, H. A., & Rogers, F. H. (2008). The growing phenomenon of private tutoring: does it deepen human capital, widen inequalities, or waste resources? The World Bank Research Observer, 23(2), 161-200. https://doi.org/10.1093/wbro/lkn004
Dubet, F., Duru-Bellat, M., & Vérétout, A. (2012). As desigualdades escolares antes e depois da escola: organização escolar e influência dos diplomas. Sociologias, 14(29), 22-70. https://doi.org/10.1590/S1517-45222012000100003
Entrich, S. R. (2014). German and Japanese education in the shadow – do out-of-school lessons really contribute to class reproduction? IAFOR Journal of Education, 2(2). https://doi.org/10.22492/ije.2.2.01
Fung, A. (2003). Cram schooling in Hong Kong: the privatization of public education. Asian Anthropology, 2(1), 179-195. https://doi.org/10.1080/1683478X.2003.10552535
Galvão, F. V. (2020). Ensino suplementar no contexto brasileiro: uma análise baseada nos dados do Enem. Educação e Sociedade, 41, 1-18. https://doi.org/10.1590/ES.232022
Giddens, A. (2002). Modernidade e identidade Zahar.
Gomes, C. A., Vargas, A. R., Paiva, G. S., Rodrígues, G., & Schneider, L. (2010). Sistema educativo sombra: recortes no Brasil e em Portugal. Revista Ibero-americana de educação, 52(6), 1-14. https://doi.org/10.35362/rie5261768
Gouveia, A. S. (2017). Exames nacionais, apoios pedagógicos e explicações: a complexa construção dos resultados escolares em Portugal [Tese de doutorado, Universidade de Aveiro]. https://ria.ua.pt/handle/10773/18478?locale=pt_PT
Gouveia, A., & Neto-Mendes, A. A. (2014). O mercado do reforço escolar: a procura e a oferta de cursinhos comerciais na cidade de Brasília. Revista Ciências Humanas UNITAU, 7(2), 17-41. https://doi.org/10.32813/2179-1120.2014.v7.n2.a149
Guill, K., & Lintorf, K. (2019). Private tutoring when stakes are high: insights from the transition from primary to secondary school in Germany. International Journal of Educational Development, 65, 172-182, 2019. https://doi.org/10.1016/j.ijedudev.2018.08.001
Hallak, J., & Poisson, M. (2007). Corrupt schools, corrupt universities: what can be done? IIEP- UNESCO. http://www.iiep.unesco.org/en/publication/corrupt-schools-corrupt-universities-what-can-be-done
Hanushek, E. A. (1997). Assessing the effects of school resources on student performance: an update. Educational Evaluation and Policy Analysis, 19(2), 141-164. https://doi.org/10.3102/01623737019002141
Hussein, M. G. A. (1987). Private tutoring: a hidden educational problem. Educational Studies in Mathematics, 18(1), 91-96. https://doi.org/10.1007/BF00367916
Jayachandran, S. (2014). Incentives to teach badly: after-school tutoring in developing countries. Journal of Development Economics, 108, 190-205. https://doi.org/10.1016/j.jdeveco.2014.02.008
Kim, S., & Lee, J. H. (2010). Private Tutoring and Demand for Education in South Korea. Economic Development and Cultural Change, 58(2), 259-296. https://doi.org/10.1086/648186
Lee, C. J., Lee, H., & Jang, H. M. (2010). The history of policy responses to shadow education in South Korea: Implications for the next cycle of policy responses. Asia Pacific Education Review, 11(1), 97-108. https://doi.org/10.1007/s12564-009-9064-6
Liu, J., & Bray, M. (2017). Determinants of demand for private supplementary tutoring in China: findings from a national survey. Education Economics, 25(2), 205-218. https://doi.org/10.1080/09645292.2016.1182623
Loyalka, P., & Zakharov, A. (2016). Does shadow education help students prepare for college? Evidence from Russia. International Journal of Education Development, 49, 22-30. https://doi.org/10.1016/j.ijedudev.2016.01.008
Matsuoka, R. (2018). Inequality in shadow education participation in an egalitarian compulsory education system. Comparative Education Review, 62(4), 565-586. https://www.journals.uchicago.edu/doi/10.1086/699831
Neto-Mendes, A., Costa, J. A., & Ventura, A. (2008). Explicações: modos de regulação de uma atividade globalizada. Cadernos de Pesquisa, 38(135), 685-700. http://dx.doi.org/10.1590/S0100-15742008000300007
Neto, M. C. H. P. M. (2006). A procura das explicações: As razões dos pais [Dissertação de mestrado, Universidade de Aveiro]. http://hdl.handle.net/10773/4694
Nogueira, M. A. (2004). Favorecimento econômico e excelência escolar: um mito em questão. Revista Brasileira de Educação, 26, 133-144. http://dx.doi.org/10.1590/S1413-24782004000200011
Pinto, J., Costa, J. A., & Silva, J. C. (2014). Explicações, escolas e sucesso educativo: reflexão em torno da educação sombra. Indagatio Didactica, 6(4), 24-36. https://doi.org/10.34624/id.v6i4.3905
Ribeiro, C. A. C. (2014). Mobilidade e Estrutura de Classes no Brasil Contemporâneo. Sociologias, 16(37), 178-217. https://doi.org/10.1590/15174522-016003711
Silova, I., & Bray, M. (2006). The hidden marketplace: private tutoring in former socialist countries. In I. Silova; V. Budiené; M. Bray (Eds.), Education in a hidden marketplace: Monitoring of private tutoring (pp. 71-98). Education Support Program (ESP) of the Open Society Institute.
Silveirinha, T. I. L. (2007). O fenômeno das explicações: Oferta, procura e implicações no 12° ano em estudo de caso [Dissertação de mestrado, Universidade de Aveiro]. https://ria.ua.pt/bitstream/10773/1012/1/2008000841.pdf
Simielli, L. E. R. (2015). Equidade educacional no Brasil: Análise das oportunidades educacionais em 2001 e 2011 [Tese de doutorado, Fundação Getúlio Vargas]. http://bibliotecadigital.fgv.br/dspace/handle/10438/13438
Smyth, E. (2009). Buying your way into college? Private tuition and the transition to higher education in Ireland. Oxford Review of Education, 35(1), 1-22. https://www.jstor.org/stable/20462436
Southgate, D. E. (2009). Determinants of shadow education: A cross-national analysis [Tese de doutorado, Ohio State University]. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.831.2258&rep=rep1&type=pdf
Souza, P., Ribeiro, C. A., & Carvalhaes, F. A. O. (2010). Desigualdade de Oportunidades no Brasil: considerações sobre classe, educação e raça. Revista Brasileira de Ciências Sociais, 25(73), 77-100. https://doi.org/10.1590/S0102-69092010000200005
Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal schooling: transition to university in Japan. American Journal of Sociology, 97(6), 1639-1657. https://www.jstor.org/stable/2781551
Teixeira, W. M., & Menezes-Filho, N. A. (2012). Estimando o retorno à educação do Brasil considerando a legislação educacional brasileira como um instrumento. Revista de Economia Política, 32(3), 479-496. https://doi.org/10.1590/S0101-31572012000300008
Yung, K. W. H., & Bray, T. M. (2017). Shadow education: features, expansion and implications. In T. K. C. Tse, & M. H. Lee (Eds.), Making Sense of Education in Post-Handover Hong Kong: Achievements and Challenges (pp. 95-111). Routledge.
Zhang, W., & Bray, M. (2020). Comparative research on shadow education: achievements, challenges, and the agenda ahead. European Journal of Education, 55(3), 322-341. https://doi.org/10.1111/ejed.12413
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Copyright (c) 2022 Pró-Posições