Uma análise da desigualdade de oportunidades educativas nas escolas e a sua relação com a origem social e o sucesso escolar das crianças
DOI:
https://doi.org/10.51247/pdlc.v7i1.716Palavras-chave:
Origem social, família, sucesso escolarResumo
Este artigo analisa a desigualdade de oportunidades educativas nas escolas e a sua relação com o contexto socioeconómico familiar e o sucesso escolar das crianças. O principal objectivo foi examinar como os factores sociais, culturais e económicos associados ao contexto familiar influenciam as trajectórias educativas das crianças, bem como identificar os mecanismos que explicam a persistência das desigualdades educativas dentro das escolas. A metodologia adotada foi analítico-teórica e sociológica, tendo por base uma revisão crítica de contributos clássicos e contemporâneos para a sociologia da educação. O estudo baseou-se particularmente nas abordagens de Pierre Bourdieu, Jean-Claude Passeron, Basil Bernstein e Raymond Boudon, para além de pesquisas empíricas anteriores que abordam a relação entre o capital cultural, o capital económico, as práticas familiares e o desempenho académico. Os resultados demonstram uma forte correlação entre o contexto socioeconómico e o sucesso escolar, mostrando que as crianças de famílias com maior capital cultural e económico têm maior probabilidade de sucesso escolar. Além disso, observou-se que as escolas tendem a reproduzir as desigualdades sociais através de mecanismos de seleção, currículos implícitos e modelos culturais dominantes que favorecem os grupos socialmente privilegiados. Em conclusão, o estudo defende que, embora a origem social continue a ser um factor determinante para o sucesso escolar, não é absoluta. Os fatores individuais, o compromisso familiar, as práticas pedagógicas equitativas e as ações institucionais que visam a igualdade de oportunidades podem contribuir para a redução das desigualdades educativas e para a promoção de uma maior justiça social no sistema escolar.
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Direitos de Autor (c) 2026 Baghdadbey Abdelkade
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