Pobreza: como esse fenômeno influencia no processo educativo escolar

Abstract

The present article has as an investigative purpose to understand how poverty can influence in the educational process school from the conception of teachers in formation of the course of Pedagogy. This study comprises an attempt to demystify the understanding of poverty as a fatality. Result of an academic research project, whose theme is Education, Poverty and Social Inequality. This project was developed at the Federal University of Rio Grande do Norte, with the guidance of Professor Kilza Fernanda Moreira de Viveiros. Thinking about poverty as a social fact and aiming for answers to problems of work, a survey of data was carried out with students of the pedagogy course of the university already mentioned above who entered the course in 2013.1 and who will soon be teaching. To elucidate the research we developed a questionnaire with questions directed about the investigative object. What is to be poor, which means poverty, are the main ways of understanding how the social fact has provoked a great dimension of inequalities. In order to try to explain categorically the phenomenon of poverty and its devastating consequences, this work is made up of historical and contextual support of the main events that have, to a certain extent, boosted inequalities. Following the discourse, we will find reflections about the effectiveness of the democratic public school as one of the resources for the liberation of the oppressed poor, making it possible to raise their voices, understanding the need for autonomy of this population. The methodology used is based on bibliographical research, interviews and questionnaires, the latter concerning the information collected in the records of the conceptions of poverty. Therefore, the approach of the study transcribed here is eminently qualitative, with the purpose of carrying out a social and political analysis, in a descriptive and explanatory character, about the problems exposed.