As práticas pedagógicas nas escolas inseridas no contexto de pobreza e de desigualdade social: desafios educacionais a serem alcançados

Abstract

The right to education is crossed by the debate on social inequality. In Brazil, public policies affirm education as a solution to this problem. However, the country targets poor citizens, schools with precarious infrastructure and devalued teachers, as well as curricula that do not dialogue with the context of the students' lives in the schools, in particular those in the countryside. Evidencing that the meaning of this universalization is restricted. It is necessary to study the transformations of the school community through social work and its implications on children's lives. What to expect from the education professional in the face of diversity. The purpose of this study is to contextualize poverty and education in a municipal school of primary education located in the district of Forte Velho in the city of Santa Rita-PB, and the methodology used is a combination of qualitative and quantitative instruments.