A POBREZA E DESIGUALDADE EDUCACIONAL NA ESCOLA PÚBLICA

Abstract

This study addresses reflections on "Poverty and Educational Inequality in the Brazilian Public School". The research is qualitative and field research in a municipal school in the city of Campos Belos, located in the Northeast region of Goiás. This research is to understand the aggravation of the perverse dualism of the Brazilian public school.By carrying out this research, it was possible to conclude that the educational inequality that permeates the Brazilian school system acts in different orders, such as: income, ethnicity, gender and peripheral sectors. Which in turn decisively influences that educational opportunities are not equal for all. Researchers, specialists, doctors and thinkers of public education, such as Marcel Crahay (2013), Libâneo (2012), Nóvoa (2010, 2012), Dubet François (2008, 2009) Torres (2001) Araújo (2012) Arroyo (1991, 2003, 2010, 2017) Castro (2009) has been interested in conducting studies and discussing educational problems. tions and public policies in Brazil. They reveal how poor children learn, and explain that they depend more on the school for their education to take place. The economic situation of individuals categorically influences that they have quality education. This study is of great relevance for the understanding that it is necessary to fight for quality and equity schools and for public policies that oppose the perverse dualism to this dominant ideology and that schools stop reproducing the existing social divisions.