Liliane Rodrigues de Araújo
Pedagogue. Master in Education.
Email: liliaraujoe10@hotmail.com.
Raquel Rodrigues Teles
Degree in Portuguese Literature
(UFES). Teacher of Portuguese Language and Writing and Expression at Rede Alternativo
de Ensino - Serra (ES). Email: raquelrodt@gmail.com.
Sérgio Rodrigues de Souza
Pedagogue. Post-PhD. in
Psychology. Scientific consultant. Email: srgrodriguesdesouza@gmail.com.
ABSTRACT
This work addresses the question
of how extreme poverty is related to low educational performance in school
learning. Its scientific relevance lies in the fact that it brings to the
academic world a necessary discussion based on a human and political-social
ideological bias and with broad scientific clarity. Its social relevance lies
in being able to discuss, in a simple way, a problem that seems to be
individual, but which takes on political proportions of the State, due to its
direct and indirect impact on the social organization of the country. It is an
essay, based on the author's participant observation, acting in public schools
and in the literature on the subject. It is characterized as an
interdisciplinary study, as it involves themes related to Biology, Economics,
Sociology, Nutrition, Politics. Poverty, in its most aggravating state, leads
to the process of malnutrition, malnutrition and hunger, which results in
significant losses of nutrients essential to the formation of the synaptic
structure, formation of neurons and other mechanisms that represent the basis
of intellectual formation, because before being a cognitive procedure, learning
goes through nutritional and health-based processes. The conclusions reached
are that when combating extreme poverty, systematically, the problems related
to low rates of educational-school learning tend to be minimized.
Keywords: Extreme poverty. Low educational-school performance. School learning.
Reviewed by Current Scientific Journal
on
junho 24, 2024
Rating:
