EDUCATION AND SOCIAL VULNERABILITY: IMPACTS ON SCHOOL PERFORMANCE

Abstract

This article analyzes the relationship between social vulnerability and school performance, investigating how unfavorable socioeconomic conditions impact the learning process and educational trajectory of children and adolescents. Social vulnerability, understood as a multidimensional phenomenon encompassing poverty, violence, family instability, and lack of basic public services, has been identified by researchers as one of the main factors that negatively interfere with students' performance and retention in school. Through a qualitative literature review, based on authors such as Arroyo (2011), Bourdieu (1998), Sposati (2009), and Gomes (2005), the study seeks to understand the mechanisms by which social inequality is reproduced in the school environment, as well as to discuss pedagogical strategies and public policies capable of minimizing these inequalities. The results indicate that although schools are privileged spaces for social transformation, they still reproduce, in many cases, inequalities stemming from the external context. Therefore, coordinated action between family, school, and public authorities is necessary to guarantee equitable learning conditions. It is concluded that addressing social vulnerability in the educational context demands integrated policies, teacher training sensitive to diversity, and inclusive pedagogical strategies.