{"id":333,"date":"2022-09-29T15:31:00","date_gmt":"2022-09-29T15:31:00","guid":{"rendered":"https:\/\/zi-deschisa.ro\/copii\/?p=333"},"modified":"2022-10-28T15:32:15","modified_gmt":"2022-10-28T15:32:15","slug":"inegalitati-sociale-in-participarea-la-educatie-in-relatie-cu-apartenenta-la-etnia-roma","status":"publish","type":"post","link":"https:\/\/zi-deschisa.ro\/copii\/index.php\/2022\/09\/29\/inegalitati-sociale-in-participarea-la-educatie-in-relatie-cu-apartenenta-la-etnia-roma\/","title":{"rendered":"Inegalit\u0103\u0163i sociale \u00een participarea la educa\u021bie \u00een rela\u021bie cu apartenen\u021ba la etnia rom\u0103"},"content":{"rendered":"\n<p><strong>Inegalit\u0103\u0163i sociale \u00een participarea la educa\u021bie \u00een rela\u021bie cu apartenen\u021ba la etnia rom\u0103<\/strong><\/p>\n\n\n\n<p>Inegalit\u0103\u021bile educa\u021bionale sunt rezultatul mai multor tipuri de factori ce pot fi clasifica\u021bi \u00een determinan\u021bi \u0219colari, sociali-familiali \u0219i individuali (B\u0103lic\u0103 et al. 2006: 11). Determinan\u021bii \u0219colari sunt spre exemplu: pozi\u021bionarea geografic\u0103 a \u0219colii\/ distan\u021ba fa\u021b\u0103 de \u0219coal\u0103\/ infrastructura de acces, baza material\u0103 a \u0219colii\/ arhitectur\u0103\/ construc\u021bie\/ mobilier inadecvat, resurse materiale limitate, materiale didactice insuficiente, deficit de personal didactic calificat, lips\u0103 motiva\u021bie personal. C\u00e2nd vorbim de determinan\u021bi sociali ne referim la resursele materiale limitate\/ s\u0103r\u0103cie, nivel redus al educa\u021biei p\u0103rin\u021bilor \u0219i al grupului social de referin\u021b\u0103, discriminare, neatractivitatea sau limitarea ofertelor de pe pia\u021ba muncii. Exemple de determinan\u021bi individuali sunt capacitatea de \u00eenv\u0103\u021bare, capacitatea de adaptare \u0219colar\u0103, starea de s\u0103n\u0103tate. Exist\u0103 o rela\u021bie dinamic\u0103 de interac\u021biune \u00eentre ace\u0219ti factori puternic interconecta\u021bi \u0219i care adesea se poten\u021beaz\u0103 reciproc.<\/p>\n\n\n\n<p>Apartenen\u021ba la etnia rom\u0103, al\u0103turi de s\u0103r\u0103cie \u0219i reziden\u021ba \u00een mediul rural, se coreleaz\u0103 adesea cu o performan\u021b\u0103 educa\u021bional\u0103 sc\u0103zut\u0103, o slab\u0103 participare la educa\u021bie, abandon \u0219colar. Potrivit unui raport UNDP cu privire la educa\u021bie, popula\u021bia de etnie rom\u0103 este cea mai dezavantajat\u0103 categorie social\u0103 din Europa (Bruggermann 2012: 12). Aceast\u0103 situa\u021bie este specific\u0103 \u0219i pentru spa\u021biul rom\u00e2nesc, romii fiind una dintre cele mai defavorizate categorii sociale din cadrul sistemului educa\u021bional (Jig\u0103u 2002, EUMAP 2007; Raport al Comisiei Preziden\u021biale pentru Analiza Riscurilor Sociale \u0219i Demografice 2009), confrunt\u00e2ndu-se adesea cu un climat al excluderii \u0219i al segreg\u0103rii \u00een interiorul \u0219colilor (Toma 2011: 127).<\/p>\n\n\n\n<p>Decalajele educa\u021bionale dintre romi \u0219i neromi, decalaje care apar \u0219i \u00een cazul altor grupuri etnice minoritare (Bruggermann 2012: 10), sunt vizibile la toate nivelurile educa\u021bionale. \u00cencadrarea \u00een sistemul educa\u021bional are loc \u00een medie mai t\u00e2rziu \u00een r\u00e2ndul popula\u021biei rome comparativ cu cea nerom\u0103. Aceste decalaje educa\u021bionale sunt vizibile \u00eencep\u00e2nd cu educa\u021bia pre\u0219colar\u0103 \u0219i continu\u0103 cu v\u00e2rsta obligatorie de \u00eenscriere la \u0219coal\u0103: 7% din popula\u021bia de etnie rom\u0103 cu v\u00e2rste \u00eentre 10 \u0219i 18 ani nu a frecventat niciodat\u0103 \u0219coala \u00een timp ce doar 1% dintre vecinii lor neromi se confrunt\u0103 cu aceea\u0219i situa\u021bie (Bruggemann 2012: 38)1. O consecin\u021b\u0103 a acestei situa\u021bii este aceea c\u0103 80% dintre cei care nu au participat deloc \u00een sistemul educa\u021bional formal sunt de etnie rom\u0103 (B\u0103lu\u0163\u0103 2007: 56). Cu toate acestea, s-a constatat o \u00eembun\u0103t\u0103\u021bire a particip\u0103rii la educa\u021bie a genera\u021biilor tinere (World Bank 2014: 24).<\/p>\n\n\n\n<p>\u00cen ceea ce prive\u0219te participarea \u00een r\u00e2ndul elevilor \u00eenscri\u0219i, aceasta este mult mai sc\u0103zut\u0103 \u00een r\u00e2ndul elevilor romi: 30% dintre ace\u0219tia fiind absen\u021bi \u00een mod regulat (Bruggermann 2012: 46). Acesta este un prim semnal de alarm\u0103 deoarece absenteismul fiind unul dintre precursorii abandonului \u0219colar, \u00een r\u00e2ndul popula\u021biei rome din \u00eentreaga Europ\u0103 abandonul \u0219colar fiind \u00een mod particular ridicat (OECD 2012: 25). Romii tind s\u0103 abandoneze sistemul educa\u021bional mult mai devreme comparativ cu neromii: \u201ePer ansamblu comunitatea rom\u0103 \u00eent\u00e2mpin\u0103 probleme majore cu privire la accesul la educa\u021bie, fiind unul dintre grupurile sociale cele mai expuse abandonului \u0219colar\u201d (B\u0103lu\u0163\u0103, 2007: 56).<\/p>\n\n\n\n<p>Decalajul \u00een participarea la educa\u021bie a popula\u021biei rome fa\u021b\u0103 de popula\u021bia majoritar\u0103 ia diferite forme: \u201e\u00cen termeni generali, comunitatea rom\u0103 din Europa prezint\u0103 un nivel mai sc\u0103zut de \u0219colarizare, un nivel de analfabetism mai mare, o rat\u0103 mai \u00eenalt\u0103 de abandon \u0219colar, o prezen\u021b\u0103 mai redus\u0103 de studen\u021bi romi \u00een educa\u021bia superioar\u0103 \u0219i, \u00een general, mai pu\u021bin succes \u0219colar\u201d (Arbex et. al 2013: 19).<\/p>\n\n\n\n<p>Principalele aspecte problematice \u00een ceea ce prive\u0219te participarea la educa\u021bie a romilor comparativ cu neromii sunt:<\/p>\n\n\n\n<p>\uf0a7 acces limitat la educa\u021bia pre\u0219colar\u0103;<\/p>\n\n\n\n<p>\uf0a7 performan\u021b\u0103 \u0219colar\u0103 sc\u0103zut\u0103;<\/p>\n\n\n\n<p>\uf0a7 absenteism ridicat;<\/p>\n\n\n\n<p>\uf0a7 rate \u00eenalte de elevi care repet\u0103 anul \u0219colar;<\/p>\n\n\n\n<p>\uf0a7 progres educa\u021bional limitat, absolvirea \u00een medie a unui num\u0103r mai mic de clase fa\u021b\u0103 de popula\u021bia majoritar\u0103;<\/p>\n\n\n\n<p>\uf0a7 \u00eencetarea educa\u021biei dup\u0103 \u00eencheierea ciclului primar sau gimnazial;<\/p>\n\n\n\n<p>\uf0a7 progres extrem de limitat c\u0103tre nivele mai \u00eenalte de educa\u021bie rate foarte sc\u0103zute ale elevilor romi care acceseaz\u0103 educa\u021bia liceal\u0103 sau cea universitar\u0103.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Inegalit\u0103\u0163i sociale \u00een participarea la educa\u021bie \u00een rela\u021bie cu apartenen\u021ba la etnia rom\u0103 Inegalit\u0103\u021bile educa\u021bionale sunt rezultatul mai multor tipuri de factori ce pot fi clasifica\u021bi \u00een determinan\u021bi \u0219colari, sociali-familiali \u0219i individuali (B\u0103lic\u0103 et al. 2006: 11). Determinan\u021bii \u0219colari sunt spre exemplu: pozi\u021bionarea geografic\u0103 a \u0219colii\/ distan\u021ba fa\u021b\u0103 de \u0219coal\u0103\/ infrastructura de acces, baza material\u0103&hellip; <a class=\"more-link\" href=\"https:\/\/zi-deschisa.ro\/copii\/index.php\/2022\/09\/29\/inegalitati-sociale-in-participarea-la-educatie-in-relatie-cu-apartenenta-la-etnia-roma\/\">Continue reading <span class=\"screen-reader-text\">Inegalit\u0103\u0163i sociale \u00een participarea la educa\u021bie \u00een rela\u021bie cu apartenen\u021ba la etnia rom\u0103<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":[],"categories":[1],"tags":[],"_links":{"self":[{"href":"https:\/\/zi-deschisa.ro\/copii\/index.php\/wp-json\/wp\/v2\/posts\/333"}],"collection":[{"href":"https:\/\/zi-deschisa.ro\/copii\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/zi-deschisa.ro\/copii\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/zi-deschisa.ro\/copii\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/zi-deschisa.ro\/copii\/index.php\/wp-json\/wp\/v2\/comments?post=333"}],"version-history":[{"count":1,"href":"https:\/\/zi-deschisa.ro\/copii\/index.php\/wp-json\/wp\/v2\/posts\/333\/revisions"}],"predecessor-version":[{"id":334,"href":"https:\/\/zi-deschisa.ro\/copii\/index.php\/wp-json\/wp\/v2\/posts\/333\/revisions\/334"}],"wp:attachment":[{"href":"https:\/\/zi-deschisa.ro\/copii\/index.php\/wp-json\/wp\/v2\/media?parent=333"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/zi-deschisa.ro\/copii\/index.php\/wp-json\/wp\/v2\/categories?post=333"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/zi-deschisa.ro\/copii\/index.php\/wp-json\/wp\/v2\/tags?post=333"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}