A equidade como desafio educacional de uma Escola Estadual do Vale do Jequitinhonha em Minas Gerais

Abstract

This paper discusses the challenges faced by an educational institution located in the Jequitinhonha Valley, Minas Gerais, in promoting educational equity, with an emphasis on the final years of Elementary Education. The research hypothesis suggests that due to difficulties in implementing equity actions, the studied institution has encountered situations such as learning gaps, socioeconomic context, disconnection from rural identity, and the lack of strategic planning. These issues limit the current practices' ability to promote equitable education. The research aims to answer the question: What are the barriers faced by the management team of this school in promoting equity in the final years of Elementary Education? The general objective is to investigate the obstacles faced by the management and teaching staff in promoting educational equity. The specific objectives are: (i) to describe the educational context of the institution, highlighting the learning situation of students in the final years of Elementary Education; (ii) to analyze the actions taken by the school management with a focus on equity; and (iii) to propose actions aimed at promoting equity in the final years of Elementary Education at the school. The theoretical aspect of this study presents two main approaches. The first axis explores the concepts of equity and its relationship with education, while the second axis focuses on the concrete factors influencing the promotion of equity in schools, considering practical and contextual aspects. Based on the works of Setúbal (2010), Alves (2015), Pacheco (2021), Alves and Soares (2013), and Freire (2002; 2008), the focus is on the specific and concrete challenges within the school environment. The relationship between rural schools and equity is explored with authors such as Arroyo, Caldart, and Molina (2004), and Caldart (2009; 2018). As for the methodological procedures, this research adopts a qualitative approach, which includes content analysis derived from documentary analysis for a detailed and interpretative investigation of the themes in question. The method employed includes (i) Document Analysis with consultation to internal records such as the Pedagogical Political Project (PPP), School Regulations, Class Council Records, Bimonthly and Annual Plans, Educational Analyst Visit Reports, and Minutes of Module II Meetings, aiming to identify challenges and educational disparities within the school context. This method is used to provide a detailed understanding of the practices and dynamics of promoting equity at the researched school. Furthermore, based on the results obtained, the research develops an Educational Action Plan (EAP), which aims to contribute to the promotion of educational equity at the institution through the proposal of actions.