A interferência da vulnerabilidade social sobre as oportunidades educacionais nos territórios urbanos

Abstract

This article comes from research that aimed to identify in the literature factors of contexts of social vulnerability that interfere in the school and can influence the educational opportunities in those localities. For that, a search was made at Scielo, in 2017, on the subject. The analysis of the referential denoted that there are a set of external and internal elements to the school institution, arising from the vulnerability of the territory, which influence its administrative and pedagogical activities, such as: greater lack of instruments promoting social welfare in the region; homogeneity of the student body; selection of students and teachers; turnover of professionals; insufficient vocational training; negative representation of students; simplification of content and less time dedicated to educational practices. It is concluded that these elements interfere and hinder the development of the functions of the school as a promoter of knowledge and end up creating or reinforcing educational inequalities.