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The study examines the origins of unequal access to education, from early 20th-century exclusion of poor, Black, and Indigenous populations to policy shifts during industrialization and urbanization. It argues that political incentives and educational laws from 1940 to 1996 helped perpetuate class differences, shaping educational quality and marginalization over time.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educational-considerations-volume-45-issue-2/601954/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/educational-considerations-volume-45-issue-2/601954.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article focus on?","Question",{"text":112,"@type":113},"The article focuses on understanding how and why current inequalities occur between Brazilian K-12 public and private schools from a historical perspective.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did early 20th-century access to education differ among social groups?",{"text":117,"@type":113},"In the first half of the 20th century, access was largely reserved for an elite portion of the population who attended private schools, while most poor people—especially Black and Indigenous communities—were excluded from formal education.",{"name":119,"@type":110,"acceptedAnswer":120},"Which period of policies does the article associate with class differences?",{"text":121,"@type":113},"The article states that policies defined from 1940 to 1996 contributed to the perpetuation of class differences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601954,1792171378,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Educational Considerations  \nVolume 45  \nNumber 2 Intersectionality and the History of Article 6  \nEducation  \nMarch 2020  \nUnderstanding the Perpetuation of Inequalities in Brazilian K-12 Public and Private Schools from a Historical Perspective  \nAna Lucia Mendonca  \nKansas State University, [mendonca72@ksu.edu](mendonca72@ksu.edu)  \nFollow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)  \n Part of the Curriculum and Instruction Commons, International and Comparative Education Commons, and the Politics and Social Change Commons  \nThis work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.  \nRecommended Citation  \nMendonca, Ana Lucia (2020) \"Understanding the Perpetuation of Inequalities in Brazilian K-12 Public and Private Schools from a Historical Perspective,\" Educational Considerations: Vol. 45: No. 2. [https://doi.org/](https://doi.org/)[ ](https://doi.org/)10.4148/0146-9282.2189  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nUnderstanding the Perpetuation of Inequalities in Brazilian K-12 Public and Private Schools from a Historical Perspective  \nAna Lucia Rossi Mendonca  \nIntroduction  \nBrazilian education has the same characteristics as the country. It is full of diversity; it has specific cultural and regional traits that infuse the school settings; and within that description, there are vast inequalities that go beyond cultural and socioeconomic levels. All of which contributed to creating two different school settings: the private and the public.  \nAs a Brazilian educator who has studied in my own country and abroad, I have always been interested in understanding how the inequalities originated so that as part of society and community I can promote changes through awareness and a critical view. On one side is the right of the individual to public education, as considered the responsibility of the State/government to provide the best conditions for that to happen. On the other side are the incentives granted by the same government to the private institutions, which reinforce the privileges to the more affluent social classes.  \nAccess to education in the beginning in the first half of the 20th century was reserved for a small portion of the population, the elite, who mostly attended private schools. Conversely, the vast majority of the poor, notably black and indigenous whom most needed education, were excluded from access to formal education. The process of industrialization and urbanization of Brazilian society, which began in 1930 and changed around 1950, influenced the need to reflect on education as well create laws and guidelines for it. The expansion of the public school in Brazil took place from the second half of the 20th century in a process that has led to transformations in the social and political structure of the country. 1 The relationship between the public and private also changed over the years, mostly regarding the structural reforms of the State (at federal, state, and municipal levels) and social policies, in which the federal government transferred part ofits responsibilities to state and municipal levels through funding.2  \nThe policies defined from 1940 to 1996, in my view, have contributed to the perpetuation of class differences, and that is what this research seeks to describe. The primary objective of this article is to understand how and why the current inequalities occur in Brazilian school settings by examining the phenomena from a historical perspective. The development of adequate educational policy within the standards of equality in society has not been the focus of Brazilian education. As a result, the quality o","cbCaiqCTXBMWSy7H","https://ap.wps.com/l/cbCaiqCTXBMWSy7H","pdf",677071,14,"English","# Introduction\n## Historical roots of inequality in Brazilian schooling\n## Public policy shifts and state responsibilities","[{\"question\":\"What problem does the article focus on?\",\"answer\":\"The article focuses on understanding how and why current inequalities occur between Brazilian K-12 public and private schools from a historical perspective.\"},{\"question\":\"How did early 20th-century access to education differ among social groups?\",\"answer\":\"In the first half of the 20th century, access was largely reserved for an elite portion of the population who attended private schools, while most poor people—especially Black and Indigenous communities—were excluded from formal education.\"},{\"question\":\"Which period of policies does the article associate with class differences?\",\"answer\":\"The article states that policies defined from 1940 to 1996 contributed to the perpetuation of class differences.\"}]","Educational Considerations - Volume 45 - Issue 2 | PDF",1792093758,35]