Vulnerabilidade social na educação básica: interferências no rendimento escolar.

Abstract

Social vulnerability is a situation that affects part of the student community, bringing numerous consequences to the teaching and learning process. Therefore, the study aimed to analyze the interference of social vulnerability in the academic performance of elementary school students, seeking to identify the factors that contribute to the emergence of vulnerability, also focusing on the evaluation procedures used by teachers to assess the academic performance of students and the contributions of the school institution in the teaching-learning process of students in vulnerable situations. To better understand the theme, theoretical contributions were sought from authors such as Soares (2015); Morais, Raffaelli and Koller (2012); Sapienza and Pedromônico (2005); Gatti (2004); Ferrari (2002); Ribeiro (2002); Luckesi (1999, 1996), among others. In addition to the theoretical contribution, field research was conducted and data were collected through a semi-structured interview with a 5th grade elementary school teacher, 2 (two) students and the school's pedagogical coordinator, who constituted the research subjects. Based on the results obtained, it is possible to infer that schools have the potential to promote meaningful learning for students in situations of social vulnerability, with school assessment being one of the tools that can be used in a more efficient and welcoming way to achieve this purpose. To this end, it must be proposed and practiced in such a way that students can acquire the skills and knowledge necessary for human life, and thus achieve the desired academic performance.