Territorial Inequalities in Educational Access for the Migrant Population in Brazil

Abstract

This study analyzes the extent to which access to education for the migrant population in Brazil materializes in a territorially unequal manner. To this end, an approach is adopted that combines bibliographic review, documentary research, and descriptive analysis of administrative data, based on microdata from the National Institute for Educational Studies and Research Anísio Teixeira and data from the Brazilian Public Sector Accounting and Fiscal Information System. The results show that contexts with greater resource availability and infrastructure exhibit greater capacity for stability in the incorporation of this population, while territories with lower state capacity tend to respond in a more limited and reactive manner. The study shows that, for migrants, the right to education exists formally, but its implementation varies according to territory, evidencing regional inequalities in Brazil.