Culture, institutions and school achievement in Brazil

• Main Author: Lopes, Daniel Alisson Feitosa
• Other Authors: Monasterio, Leonardo Monteiro
• Format: Others
• Language: Portuguese
• Published: Universidade Cat??lica de Bras??lia 2017
• Subjects: Avalia????o educacional; Ancestralidade; Imigra????o; Cultura; ECONOMIA
• Online Access: https://bdtd.ucb.br:8443/jspui/handle/tede/2325

Submitted by Sara Ribeiro ([e-mail]) on 2017-12-15T18:01:11Z No. of bitstreams: 1 DanielAlissonFeitosaLopesDissertacao2017.pdf: 1011653 bytes, checksum: bef18e20f8364ca572c49229bf1bae84 (MD5) === Approved for entry into archive by Sara Ribeiro ([e-mail]) on 2017-12-15T18:01:21Z (GMT) No. of bitstreams: 1 DanielAlissonFeitosaLopesDissertacao2017.pdf: 1011653 bytes, checksum: bef18e20f8364ca572c49229bf1bae84 (MD5) === Made available in DSpace on 2017-12-15T18:01:21Z (GMT). No. of bitstreams: 1 DanielAlissonFeitosaLopesDissertacao2017.pdf: 1011653 bytes, checksum: bef18e20f8364ca572c49229bf1bae84 (MD5) Previous issue date: 2017-12-01 === This paper estimates the impact of culture on the academic performance of Brazilian students in standardized tests. Based on data with student identification, we apply an algorithm of surname classification that assigns the student, based on the surnames of his/her parents, to one of the following ancestry groups: Iberian, Japanese, Italian, Germanic, Eastern European and Syrian-Lebanese. We show that students with non-Iberian European or Japanese ancestry obtain statistically and substantively higher scores on 3rd and 5th grade standard Math tests, even with a large set of individual, family and municipal controls. We also tested the hypothesis of persistence of local institutions, established during the era of mass immigration to Brazil in the 19th and 20th centuries, and we showed that the mechanisms of family transmission of culture remain robust for students with Japanese and Italian ancestry. === Este trabalho estima o impacto da cultura no desempenho acad??mico de estudantes brasileiros em testes padronizados. A partir de dados com identifica????o por aluno, aplicamos um algoritmo de classifica????o de ancestralidade que atribui ao aluno, com base nos sobrenomes dos pais, um dos seguintes grupos: ib??ricos, japoneses, italianos, germ??nicos, europeus do leste e s??rio-libaneses. Mostramos que os alunos com ancestralidade europeia n??o-ib??rica e japonesa obt??m notas, na prova de Matem??tica da Avalia????o Nacional da Alfabetiza????o e na Prova Brasil, estat??stica e substantivamente mais elevadas, mesmo com um amplo conjunto de controles individuais, familiares e municipais. Testamos ainda, por meio de proxies, a hip??tese de persist??ncia das institui????es locais, influenciadas pela imigra????o em massa no Brasil no s??culo XIX e XX, e mostramos que os mecanismos de transmiss??o familiar da cultura permanecem robustos para os alunos com ancestralidades japonesa ou italiana.