A influência da infraestrutura no ambiente escolar: possibilidades pedagógicas e desafios de gestão

Abstract

This dissertation analyzes the influence of school infrastructure on the educational environment, pedagogical practices, and management processes at Escola Estadual Clorindo Burnier, located in Juiz de Fora, Minas Gerais, Brazil. The study is based on the observation that physical conditions, such as an unstable electrical system, inadequate ventilation, limited connectivity, and deteriorated spaces, directly affect the pedagogical routine, students’ well-being, and the work of education professionals. The research seeks to understand how these elements are articulated with school climate and the possibilities for organizing teaching and learning processes. The theoretical framework is structured around four axes: educational infrastructure, school management, bureaucracy and strategic planning, and the participation of the school community as a mediator of institutional decision-making. These references engage with specialized academic literature, current legislation, and official documents produced by the school, including meeting minutes, management reports, and maintenance records. The analysis of these sources made it possible to identify operational patterns, recurring challenges, and strategies already employed by the management team. Methodologically, the study is characterized as a qualitative case study, complemented by descriptive quantitative analysis. The research employed investigative techniques such as document analysis, observation of everyday school life, and a survey of teachers’ perceptions regarding the school’s physical conditions. This methodological triangulation enabled an understanding of both the material aspects of infrastructure and their symbolic and pedagogical effects on the institution’s daily practices. The results indicate that physical conditions exert a significant influence on the development of pedagogical activities, student retention, and the organization of teachers’ work. Factors such as thermal comfort, lighting, safety, accessibility, and the availability of technological resources are identified as essential elements for a more effective learning environment. The evidence also shows that caring for infrastructure requires continuous planning, prioritization capacity, and coordination among different sectors of the school, highlighting the complexity of management in the face of structural constraints. The study further demonstrates that strengthening a culture of preventive maintenance, combined with the systematic use of institutional records and the engagement of the school community, contributes to more coherent decision-making aligned with the school’s needs. In this sense, the importance of strategies that promote integration among management, teachers, and other school actors is emphasized, fostering more sustainable and consistent interventions. As a final product, the dissertation presents an Educational Action Plan (EAP) aimed at improving the management of school infrastructure. The plan proposes guidelines and actions designed to enhance organizational processes, monitoring, and the use of spaces, contributing to a physical environment that is more functional, safe, and conducive to pedagogical development. It is expected that the plan will strengthen integrated and participatory management practices, thereby improving the quality of education offered by the school.