Vulnerabilidade social no contexto escolar: implicações na prática docente

Abstract

Regarding the school, there are many issues to be analyzed in order to improve the quality of education, teaching practice and student development in all aspects. In this sense, social vulnerability is characterized as a theme that, even today, is little discussed in the education of the pedagogue, as well as its implications in the educational context, even if the problem is extremely recurrent and perceived in school daily life. This research aims to understand how the situations of vulnerability are present in the context of a school of the municipal public network of São Luís / MA, also analyzing the view of the management team, considering that such situations are not always well resolved and the number of people in vulnerable situations. Given the above, it is a research with qualitative approach in the light of Minayo (2010). To achieve the proposed objectives, we used bibliographic research, followed by descriptive and explanatory strategies in order to make a more thorough analysis of reality, since it is a case study, under the aegis of Gil (2002). At the end of the research, it was possible to analyze the social vulnerability regarding the school field of study, specifically from the first to the third year of the early years of elementary school, in which the application of a questionnaire in the morning shift was delimited, to explain about the understanding about social vulnerability and its influences on learning, paying greater attention to the process of literacy and school performance and teaching practice