Expectativas de ingresso no ensino superior no México: a influência das escolas
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https://doi.org/10.22201/iisue.20072872e.2026.50.2073Palavras-chave:
expectativas educacionais, desigualdade educacional, ensino médio, ensino superior, MéxicoResumo
Foi analisada a relação entre os fatores composicionais das escolas e as expectativas educacionais de continuar estudando em nível superior nos alunos do último ano do ensino médio no México. Com dados do teste PLANEA 2017, foram estimados modelos logísticos multinível. As variáveis de composição escolar de interesse são o nível socioeconômico médio, a aprendizagem média e as classificações modais. As duas primeiras têm efeitos positivos nas expectativas, enquanto a moda de notas escolares tem efeito negativo. Isso indica a presença de mecanismos normativos e comparativos na formação de expectativas. Interações entre variáveis composicionais e individuais também foram examinadas, cujos resultados fortalecem a hipótese da mobilidade das expectativas educacionais, por oposição à sua reprodução social.
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