RIBEIRO, Fernanda da Silva.
Abstract:
Social vulnerability is a situation that affects part of the student community, bringing
numerous consequences to the teaching and learning process. Therefore, the study
aimed to analyze the interference of social vulnerability in the academic performance
of elementary school students, seeking to identify the factors that contribute to the
emergence of vulnerability, also focusing on the evaluation procedures used by
teachers to assess the academic performance of students and the contributions of
the school institution in the teaching-learning process of students in vulnerable
situations. To better understand the theme, theoretical contributions were sought
from authors such as Soares (2015); Morais, Raffaelli and Koller (2012); Sapienza
and Pedromônico (2005); Gatti (2004); Ferrari (2002); Ribeiro (2002); Luckesi (1999,
1996), among others. In addition to the theoretical contribution, field research was
conducted and data were collected through a semi-structured interview with a 5th
grade elementary school teacher, 2 (two) students and the school's pedagogical
coordinator, who constituted the research subjects. Based on the results obtained, it
is possible to infer that schools have the potential to promote meaningful learning for
students in situations of social vulnerability, with school assessment being one of the
tools that can be used in a more efficient and welcoming way to achieve this
purpose. To this end, it must be proposed and practiced in such a way that students
can acquire the skills and knowledge necessary for human life, and thus achieve the
desired academic performance.
