CHARACTERIZATION OF EDUCATIONAL INEQUALITIES WITH PUBLIC DATA: CHALLENGES FOR CONCEPTUALIZATION AND EMPIRICAL OPERATIONALIZATION

Abstract This paper discusses the importance of public data in the field of Sociology of Education. Inequalities in access to formal education, educational trajectories and outcomes by social background, racial groups, gender, and school conditions, for example, could not be measured in the population without large-scale data produced by public agencies. In Brazil, the Brazilian Institute of Geography and Statistics (IBGE) and the National Institute for Educational Studies and Research “Anísio Teixeira” (Inep) are key state agencies for the production of scientific knowledge in the field. Some findings of research conducted with data from Inep are presented: The first describes the inequalities of school outcomes of Brazilian public schools according to social groups from 2007 to 2017; the second shows evidence about the educational opportunities in public schools and the relationship with the school effects.

摘要 本文探讨了公共数据在教育社会学（Sociology of Education）领域的重要性。例如，若缺乏公共机构生成的大规模数据，便无法在全人口范围内测算基于社会背景、种族群体、性别及办学条件所形成的正规教育准入机会、教育历程与教育结果层面的不平等现象。在巴西，巴西地理与统计研究所（Brazilian Institute of Geography and Statistics，缩写IBGE）与国家教育研究与分析研究所"阿尼西奥·特谢拉"（National Institute for Educational Studies and Research "Anísio Teixeira"，缩写Inep）是该领域科学知识生产的核心公立机构。本文呈现了基于Inep数据开展的两项研究成果：第一项研究刻画了2007年至2017年间巴西公立学校办学结果依社会群体分化的不平等状况；第二项研究则揭示了公立学校教育机会及其与办学成效之间关联的相关证据。