Gender, color/race and literacy rates in Santa Catarina and Alagoas: an experiment based on micro data from the 2000 census

Authors

  • Alceu Ravanello Ferraro UNILASALLE - São Leopoldo - RS
  • Jasom de Oliveira Escola Superior de Teologia - São Leopoldo - RS

DOI:

https://doi.org/10.5007/2175-795X.2009v27n1p249

Abstract

Using micro-data from the 2000 Census, the study proposes to confront the relations of gender and color and race
with literacy levels in Santa Catarina (SC) and Alagoas (AL) states, which are representative of extreme situations in
the country in terms of school education. The study only considered young people from 18 – 24, who, because of
their age, could or should have fi nished elementary school, which corresponds to level 4 literacy. These young people from 18-24 were classifi ed in different literacy levels based on the number of
years of study they had passed. The study had three main fi ndings: first, while higher levels of literacy predominate in Santa Catarina, in Alagoas the lowest levels predominate; second, in
both states, women have better literacy levels than men; third Santa Catarina as well as Alagoas has the following decreasing order in the literacy levels: 1st – white women, 2nd – white men,
3rd – black women, 4th – black men, that is, superiority of both women in relation to men and of whites in relation to blacks. In summary, while historic regional inequalities are maintained
and those of color and race, young women from 18 – 24 have better literacy levels than men of the same age. The main challenge presented by these results is in the investigation and political and pedagogical confrontation of the causes, which, while they lead to an inversion in the relationship of inequality
concerning gender, maintain and reproduce the educational inequalities related with the variables of region, color and race.

Author Biographies

Alceu Ravanello Ferraro, UNILASALLE - São Leopoldo - RS

Possui graduação em Filosofia pela Universidade Regional do Noroeste do Estado do Rio Grande do Sul (1971), graduação em Teologia pela Pontifícia Universidade Gregoriana (1960), graduação em Ciências Sociais / Sociologia pela Pontifícia Universidade Gregoriana (1962), mestrado em Ciências Sociais / Sociologia pela Pontifícia Universidade Gregoriana (1963) e doutorado em Ciências Sociais / Sociologia pela Pontifícia Universidade Gregoriana (1969). Ex-membro do Comitê de Avaliação da área de Comitê de Pesquisa do INEP. Ex-presidente da Associação Nacional de Pós-Graduação e Pesquisa em Educação/ANPEd (1989/93). Consultor ad hoc do CNPq e CAPES. Membro do Comitê Assessor da área de Psicologia e Educação da FAPERGS (2006...). Professor titular aposentado do Departamento de Estudos Básiicos da Faculdade de Educação da Universidade Federal do Rio Grande do Sul. ex-coordenador do Programa de Pós-Graduação em Educação do Centro Universitário La Salle / Unilasalle, Canoas/RS, onde permance como professor. Tem experiência em ensino e pesquisa na área de Educação, com ênfase em Sociologia da Educação e Políticas Educacionais, pesquisando principalmente nos seguintes temas: analfabetismo/alfabetização, escolarização, letramento e políticas públicas, no Brasil e Ro Grande do Sul.

Jasom de Oliveira, Escola Superior de Teologia - São Leopoldo - RS

Aluno da Escola Superior de Teologia, São Leopoldo (RS). Bolsista de Apoio Técnico
do CNPq.

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Published

2010-04-30

How to Cite

Ferraro, A. R., & Oliveira, J. de. (2010). Gender, color/race and literacy rates in Santa Catarina and Alagoas: an experiment based on micro data from the 2000 census. Perspectiva, 27(1), 249–271. https://doi.org/10.5007/2175-795X.2009v27n1p249

Issue

Vol. 27 No. 1 (2009): Dossiê - Educação, comunicação e tecnologia

Section

Article Demand for Continuous

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