ABSTRACT
Studies on school performance, individual characteristics, and place of residence conclude that the overlapping of different types of individual disadvantages in situations of social vulnerability are the main explanatory factors for low school performance. Based on intra-urban educational indicators, the authors identify patterns of socio-spatial inequalities associated with an unequal distribution of pedagogical infrastructure among schools, explained by the historical constitution of urban occupation, and reiterated by the choices of public policies. Finally, it is argued that a spatial approach to planning and management of educational policies can become an effective instrument for correcting inequalities and promoting equity.
Keywords
Educational policies; Socio-spatial inequalities; Equity; Urban segregation; School performance
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