O Desafio da Inclusão e Aprendizagem de Alunos em Situação de Vulnerabilidade Social sob a ótica de uma Educação Antirracista

Estudo de Caso de Rubens

Abstract

This article explores the case of a seven-year-old student, enrolled in the 2nd year of elementary school, referred to in this study as Rubens, who faces educational challenges within a context of social vulnerability, both in his family and community environments. Despite demonstrating advanced cognitive skills, particularly in Mathematics, Rubens struggles significantly with reading and writing and exhibits disruptive behavior that affects his academic progress. Employing a qualitative approach, the study adopted a case study methodology, as it allows for an in-depth and contextualized understanding of complex and unique phenomena such as Rubens’ educational trajectory. This methodological choice enables not only a detailed description of the context in which the student is situated but also an analysis of the interactions between individual, familial, school-related, and social factors that influence his academic performance. The study investigated the origins and implications of these challenges and proposed strategies to support Rubens’ development and school integration. He was observed over the course of eight classes, and additional information was gathered through field notes and school documentation specific to the student. The analysis was grounded in theories of self-efficacy, social stereotypes, and the roles of family and school in child development, aiming to connect empirical data with scholarly literature to better understand the challenges Rubens faces and to explore strategies for his learning and school retention. The study concludes that only through an antiracist and more affective approach to education can equitable learning be ensured, affirming the right to academic success without normalizing the success of some at the expense of the failure and exclusion of others.