A prática pedagógica em contexto de vulnerabilidade social

Abstract

This study deals with the multiple determinants that influence pedagogical practice in a context of social vulnerability in the municipality of Paranaguá - Paraná, with the research question: what are the multiple determinants that influence pedagogical practice in a context of social vulnerability, in a Municipal Early Childhood Education Center in Paranaguá? The objectives are - general: to understand the multiple external determinants of pedagogical practice in a context of social vulnerability; - specific: to describe the multiple external determinants of pedagogical practice in a context of social vulnerability, in the municipality of Paranaguá; to reflect on the challenges to pedagogical practice in a context of social vulnerability, in a Municipal Early Childhood Education Center in this municipality. The references for this study were: pedagogical practice (Souza, 2016); multiple determinations (Garbois, Sodré and Dalbello-Araujo, 2017; Minayo, 2021; Almeida-Filho, 2021), social vulnerability (Carmo; Guizardi, 2018; Scott et al., 2018; Vitorino and Pinho Neto, 2023; Reis et al., 2014). The research took a qualitative exploratory approach (Gil, 2020), with data interpretation based on Severino (2013), systematized into five interpretative axes: impacts of port activities and transport; sanitation and health; housing and urban occupations; education and working conditions of education professionals; violence and public safety. The results showed contradictions between the economic development driven by the Port of Paranaguá and the precarious living conditions of the local population, revealing a context of social vulnerability, with a strong influence on the pedagogical practice of the teachers at the Municipal Early Childhood Education Center surveyed due to the intense traffic, especially of trucks and port activities, making access to the school difficult and interfering in the school routine; violence in the surrounding area, aggravated by conflicts between rival groups and drug trafficking, turns the school into a refuge for children, generating a climate of fear and insecurity for students and education professionals, with classes being suspended and students being absent, affecting school performance; the lack of basic sanitation and poor housing conditions expose residents to illnesses, resulting in high levels of school absenteeism and hampering learning; poor housing and lack of hygiene, requiring teachers to take care of cleaning, bathing and feeding students, a fact that goes beyond their pedagogical role; urban violence directly affects the institutional routine. There is, for example, a reduction in children's attendance, as many guardians feel insecure about sending them to school during times of greater instability in the neighborhood. These findings make explicit the results generated by this study in exposing an educational problem of social vulnerability that requires further study as an object of study in the field of education, and sought to contribute to motivating future research demands to broaden the understanding of this reality in the context of pedagogical practices and its school context marked by so many social and educational inequalities.