LEARNING CHALLENGES FOR STUDENTS IN SITUATIONS OF SOCIAL VULNERABILITY

BARRIERS, IMPACTS AND PEDAGOGICAL STRATEGIES.

Abstract

This study addresses the barriers faced by students in situations of social vulnerability and their impacts on the learning process, seeking to understand how these conditions interfere with the educational trajectory and identify pedagogical strategies that promote inclusion and equity. The justification for the research lies in the need to confront the structural inequalities that permeate the educational system, which often reinforce social exclusion instead of combating it. The central question that guides the work is: how do conditions of social vulnerability affect students' learning processes and what strategies can be effective to overcome them? The objective of the research was to analyze these barriers and their impacts, in addition to proposing pedagogical practices that favor the integral development of students. To achieve this, a qualitative and bibliographical approach was adopted, based on authors such as Campos (1979), Ayres et al. (2003), and Freire (2018), among others. The discussion revealed that conditions of social vulnerability not only hinder access to education, but also affect students' engagement, academic performance and emotional well-being. Pedagogical strategies centered on welcoming, valuing students' experiences and the intersectionality between public policies emerged as potential answers to face these barriers. The results indicated that inclusive and contextualized educational practices, combined with the strengthening of social and family support networks, can mitigate the negative impacts of social vulnerability and promote greater equity in access to and retention in school. It is concluded that education, when redefined as a space for social transformation, can contribute to breaking cycles of exclusion and offering new perspectives for students, reaffirming its role as an instrument of social justice.