Reacting to poverty: A comparative analysis of schools in Brazilian deprived areas

Aina Tarabini, Xavier Bonal, Oscar Valiente

Research output: Contribution to journalArticleResearchpeer-review

Abstract

© 2014, UNESCO IBE. Schools in the most deprived areas in Brazil are marked by extreme poverty, a situation that has obvious consequences for the everyday life in schools and for efforts to develop a supportive culture of schooling. Nevertheless, schools’ responses to poverty are far from uniform. Although the context of poverty generally determines what is possible for schools to achieve, this context is by no means consistent. Not all schools located in poor areas offer poor education. And, in themselves, unfavourable contexts do not necessarily generate educational failure. This article captures the diversity of effects generated by poverty at the school level, and the variety of responses by schools situated in very similar socioeconomic and cultural contexts. It draws on a study conducted in the state of Minas Gerais, which explored five schools and their corresponding cultures to reveal the diverse effects of poverty at the school level.
Original languageEnglish
Pages (from-to)335-349
JournalProspects
Volume44
Issue number3
DOIs
Publication statusPublished - 1 Jan 2014

Keywords

  • Brazil
  • Inclusion
  • Inequality
  • Politics
  • Poverty
  • School culture

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