THE SCHOOL IN A CONTEXT OF SOCIAL VULNERABILITY IN A PORT MUNICIPALITY

Abstract

The article presents the results of a Master's research project whose objective was to understand the multiple external factors that influence pedagogical practice in a context marked by social vulnerability. This is a qualitative study involving documentary and bibliographic data collection, analyzed through five interpretative axes. The findings revealed that the intense circulation of trucks serving port activities hindered both students’ access to school and the organization of the school routine itself. Violence, conflicts among rival groups, and the presence of drug trafficking transformed the school into a refuge from fear and insecurity, leading to class suspensions, school dropout, declining academic performance, and instability in daily pedagogical activities. Furthermore, the lack of basic sanitation and adequate housing conditions resulted in illness, frequent absences, and poor academic achievement, requiring teachers to assume responsibilities beyond teaching, such as providing hygiene care, food, and emotional support to students.