As desigualdades e o trabalho das escolas: Problematizando a relação entre desempenho e localização socioespacial

Abstract

Circumscribed by concerns about the schools' work, this paper proposes to look at the scholar phenomena from the relationship between students' performance and social environment (family and neighborhood). Aiming to understand how different educational performances are related to the socio-spatial placement of schools, four schools in Campinas/SP (Brazil): two schools presenting the same performance level but located in different social vulnerability areas, and two showing different performances but situated in the same social vulnerability zone. The main goal is to understand the relationship to their neighborhood in the view of the involved subjects. The data analysis revealed that under the socioeconomic level proxy there are many external aspects that not only influence children before schooling process, impacting their initial proficiency, but also influence them throughout the schooling period.