Processos de ensino e aprendizagem de alunos da escola pública que residem em contextos de vulnerabilidade social.

Abstract

The study focused on discussing the implications of social vulnerability on the school's pedagogical work and on students' academic performance. Thus, the research objectives were outlined as follows: to understand the implications of social vulnerability on the school's pedagogical work and on students' academic trajectory; to investigate how teachers deal with situations of vulnerability in the teaching and learning process developed in the classroom; to identify how situations of vulnerability interfere with students' academic performance; and finally, to highlight the importance of parents/guardians monitoring school activities to improve students' academic development. To this end, a bibliographical survey was carried out on the topic under study, in addition to exploratory field research, using a qualitative approach. The research participants were the school's pedagogical coordinator, 02 (two) teachers from the 4th and 5th grades of Elementary School, 02 (two) students and 02 (two) mothers of the respective students. The results of the study pointed to the need for a broader discussion on the issue of social vulnerability in the context of Brazilian public schools, since many children and adolescents live within their families with various social, economic and cultural problems that characterize unfavorable life situations, which interfere with their academic performance. However, despite the numerous aspects that interfere with students' academic performance, schools can develop pedagogical actions capable of helping to overcome students' learning difficulties, as well as establish strategies aimed at family participation in their children's education, so that, in partnership, they can seek improvements in teaching and learning activities and promote qualitative transformations in the students' academic trajectory.