Abstract

Brazil is characterized by high inequality where initial conditions have a
decisive impact on the trajectory of individuals. In this context, black people are doubly
disadvantaged by their lower income levels and low expectations for development of
their potential. This article used the method of Oaxaca-Blinder (1973) to decompose the
performance difference between white and black students in SAEB 2017, identifying the
part that can not be attributed to its characteristics. The results showed that this component represents about 43% of this difference, and that there is less response from black students
to improvements in educational conditions.

JEL Classification: I24; I25; I28.