The impact of the social context on the teaching and learning process: challenges and strategies for the development of 2nd grade students at the José de Ribamar integrated unit in the municipality of Buriticupu-MA

Abstract

This article investigates the influence of the social context on the teaching and learning process of students in the second year of elementary school, focusing on the challenges faced and the pedagogical strategies adopted. The research was carried out at the José de Ribamar Integrated Unit, in the municipality of Buriticupu-MA, and used a qualitative and exploratory-descriptive approach, through semi-structured questionnaires applied to teachers and observation of school dynamics. The results show that factors such as socioeconomic status, family support and the availability of educational resources have a direct impact on students' academic performance. Teachers reported challenges such as the lack of involvement from guardians and the shortage of suitable teaching materials. On the other hand, they highlighted the importance of active methodologies, such as playful activities, group dynamics and strengthening the bond between school and family, to mitigate the impacts of social inequalities. The conclusion is that understanding and considering the social context of students is essential to promoting a more equitable education that favors both the cognitive and socio-emotional development of children.