Geografia da educação: acesso e qualidade do ensino em uma escola na zona rural de Aldeias Altas-MA

Abstract

The Geography of Education is a field of study that examines how the spatial distribution of educational resources and services influences access to and quality of education. In rural areas, this field of study is particularly relevant due to significant inequalities in access to quality educational resources. Therefore, this study aims to analyze access to and quality of education in the rural area of the municipality of Aldeias Altas-Maranhão; to identify how school transportation contributes to reducing the geographical barriers faced by students in rural areas; to observe the relationship between school infrastructure, including the physical conditions of buildings and available resources, and the quality of education offered; to identify factors that may compromise or aggravate the school development of students attending educational institutions located in rural areas; and to verify how the characteristics of the geographical space influence and condition access to education for students in rural areas, considering the geographical challenges that condition educational development in this territory. The research is based on the perspective of the Geography of Education, understanding the school as a constitutive part of the geographical space and the rural territory. Methodologically, this is a qualitative and descriptive research study, developed from field observations, questionnaires administered to students in grades 6 through 9 of elementary school II, and interviews with teachers and school administrators. The results show that, although school transportation contributes to reducing spatial barriers, its instability, especially during rainy periods, compromises student attendance and punctuality. It was also observed that the precariousness of the school infrastructure, marked by limitations in thermal comfort, scarcity of pedagogical resources, and restricted internet access, negatively impacts the quality of education offered. Furthermore, the long distances between residence and school, coupled with the dispersion of rural communities and the poor condition of the road network, constitute factors that exacerbate educational inequalities compared to urban areas. It is concluded that the characteristics of the geographic space exert a direct influence on the access, retention, and academic performance of students in rural areas, highlighting the need for educational public policies sensitive to territorial specificities, aimed at promoting greater equity in the right to education