Pode o combate ao insucesso escolar justificar a separação de alunos por etnia?

Experiências pontais, adequadas a contextos muito específicos… sim.

Como politica gobal que legitime a segregação, não.

Our data show that segregation by immigrant status in primary schools is already high in the Netherlands – and as high or higher than in many cities in the U.S. – and that segregation continues to rise in many cities despite little or no increase in the proportion of immigrants in the school age population. Although a number of efforts have been initiated to reduce segregation, especially in the countries largest cities, these efforts have thus far shown little success.


Whatever their role in creating the problem, however, the twin aspects of freedom of education – the right of parents to choose their child’s school and the operational autonomy afforded to schools – make it is very difficult for the Dutch to do anything about their high levels of school segregation. Any proposal to reduce segregation, whether through voluntary agreements among schools or governmental policies, will inevitably involve a trade-off with a deeply held Dutch value.

Ou seja, quando o alto valor da liberdade parental entra em choque e contradição com outros valores (serão mesmo menores?) como os da igualdade de acesso, da equidade e da justiça social, para ficarmos só por estes, mais evidentes.

Deve a liberdade dos mais fortes manter-se cristalizada à custa da subordinação dos mais fracos?

Academies ‘increase divisions between the rich and poor’: Study finds segregation made worse by a wider choice of schooling


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Coisas chatas que a propaganda das reformas de sucesso não se lembra de contar.

How to end ‘Apartheid’ in Dutch Schools?


Freedom of school choice meets its limits

A new study reveals that one in three Dutch schools are segregated. Attempts to discourage ‘black’ and ‘white’ schools often clash with the constitutional right to freedom of education.


Segregation in Dutch Primary Schools


Countering School Segregation: Learning from (Dutch) experience?


Schools ‘damaging integration’ by blocking ethnic minority children

Socioeconomic school segregation in a market-oriented educational system. The case of Chile

This paper presents an empirical analysis of the socioeconomic status (SES) school segregation in Chile, whose educational system is regarded as an extreme case of a market-oriented education. The study estimated the magnitude and evolution of the SES segregation of schools at both national and local levels, and it studied the relationship between some local educational market dynamics and the observed magnitude of SES school segregation at municipal level. The main findings were: first, the magnitude of the SES segregation of both low-SES and high-SES students in Chile was very high (Duncan Index ranged from 0.50 to 0.60 in 2008); second, during the last decade, SES school segregation tended to slightly increase in Chile, especially in high schools (both public and private schools); third, private schools – including voucher schools – were more segregated than public schools for both low-SES and high-SES students; and finally, some market dynamics operating in the Chilean education (like privatization, school choice, and fee-paying) accounted for a relevant proportion of the observed variation in SES school segregation at municipal level. These findings are analyzed from an educational policy perspective in which the link between SES school segregation and market-oriented mechanisms in education plays a fundamental role.

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