{"corpus_id":185006115,"paper_sha":"36279725f41ac6b0a7692499fdce1f681d234b2e","doi":"10.35362/RIE5261768","arxiv_id":null,"pmid":null,"pmcid":null,"mag_id":2623869950,"dblp_id":null,"acl_id":null,"title":"Sistema educativo sombra: recortes no Brasil e em Portugal","year":2010,"publication_date":"2010-05-25","venue":"","journal":{"name":"","pages":"1-14","volume":"52"},"journal_issn":null,"journal_title":null,"publication_types":[],"pubmed_pub_types":null,"s2_fields_of_study":[],"reference_count":1,"citation_count":9,"influential_citation_count":0,"is_open_access":true,"arxiv_categories":null,"arxiv_license":null,"arxiv_journal_ref":null,"mesh_headings":null,"chemicals":null,"comments_corrections":null,"source_flags":1,"s2_open_access_pdf_url":"https://rieoei.org/RIE/article/view/1768/2804","s2_open_access_landing_url":"https://www.semanticscholar.org/paper/36279725f41ac6b0a7692499fdce1f681d234b2e","s2_open_access_license":"CCBY","s2_open_access_status":"GOLD","pmc_open_access_pdf_url":null,"pmc_open_access_landing_url":null,"pmc_open_access_license":null,"pmc_open_access_status":null,"unpaywall_open_access_pdf_url":null,"unpaywall_open_access_landing_url":null,"unpaywall_open_access_license":null,"unpaywall_open_access_status":null,"abstract":"O trabalho faz um cotejo entre o reforco escolar no Brasil e as explicacoes em Portugal, como parte do sistema educativo sombra, que se desenvolve como forma de combater o fracasso escolar e melhorar a competitividade dos alunos em processos seletivos, como o acesso a educacao superior. A pesquisa exploratoria do lado do Brasil se fez numa escola publica e numa particular do Distrito Federal, enquanto em Portugal se realizou nos estabelecimentos publicos de uma cidade media. Dentre os principais resultados se destacam os gastos significativos dos pais, que introduzem novas desigualdades educacionais, de origem socioeconomica. As dificuldades com a aprendizagem de matematica e ciencias correlatas e a frequencia e periodo das aulas de reforco sao maiores no Brasil. Ambos os paises necessitam de politicas publicas mais efetivas para aumentar a democratizacao educacional e do ensino medio em particular.","claims":[{"public_id":"cl_06f9c269633937dc9fb91454a5fb6d5d","status":"active","text":"Both countries need more effective public policies to increase educational democratization, particularly in secondary education.","confidence":0.8,"contributors":[{"id":32,"public_id":"7c402c1b98","public_label":"뀨 (7c402c1b98)","roles":["extraction"],"url":"https://sah.borca.ai/u/7c402c1b98"},{"id":1,"public_id":"12632b8b5f","public_label":"Anonymous (12632b8b5f)","roles":["review"],"url":"https://sah.borca.ai/u/12632b8b5f"}],"url":"https://sah.borca.ai/claims/cl_06f9c269633937dc9fb91454a5fb6d5d"},{"public_id":"cl_78cd1290a333fae58583dd628723b922","status":"active","text":"Difficulties with learning mathematics and related sciences, as well as the frequency and duration of tutoring classes, are greater in Brazil than in 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