During the first centuries of Brazilian colonization, Jesuit priests played a key role in the country's education. Upon arriving in Brazil in 1549, their main mission was to catechize the native peoples and propagate the Christian faith in the new territory of the Portuguese reign. However, over time, they also took on the responsibility of educating the local population, especially children.

Initially, education was restricted to male children. Jesuit priests established schools and colleges with the aim of teaching young people how to count, read and write. These educational institutions were known as Jesuit colleges and were the first educational establishments in Brazil.

Over nearly two centuries, Jesuit priests were responsible for managing a significant number of educational institutions in Brazil. In total they managed 25 residences, 36 missions, 17 colleges and seminaries. These institutions provided a basic education for young Brazilians, including the children of settlers and landowners.

However, it is important to note that there was clear segregation in teaching during this period. While the classes given by the Jesuits to the Indians were conducted in transitional schools, the result of the work of the Indians themselves, the children of the settlers attended traditional schools that had an adequate structure. These colleges were financed by substantial investment, which allowed for the construction of adequate facilities and the hiring of qualified teachers.

This educational segregation reflected the social and class differences present in colonial society. The children of settlers had access to a more complete and structured education, while the Indians were destined for a more rudimentary and transitory education. This division also extended to other areas of colonial life, reinforcing existing inequalities.

Despite the limitations and inequalities in the colonial educational system, the Jesuit priests left an important legacy in the history of education in Brazil. They pioneered the introduction of formal education and played a key role in preserving indigenous culture and traditions. In addition, his influence on the moral and religious formation of young settlers had a lasting impact on Brazilian society.

The expulsion of the Jesuits from Portugal in 1759 had a significant impact on education in colonial Brazil. With the departure of the Jesuits, who were responsible for education in the country, there was an educational gap that lasted until the end of the 18th century. During this period, Brazil was practically abandoned from an educational point of view, with few teaching opportunities for the population.

However, in 1808, the situation began to change with the arrival of the Portuguese Royal Family in Rio de Janeiro. With the arrival of the court, the first cultural and scientific institutions were established in Brazil. Schools, libraries and academies emerged, providing a new impetus to the educational development of the country.

In addition, the first technical and higher education courses were created in Rio de Janeiro and Bahia. This offer of new courses aimed to meet the demand for services and products by new residents and the local elite. As a result, Rio de Janeiro and Salvador became centers of learning and knowledge in a short period of time.

The presence of the Royal Family and the opening of these educational institutions boosted Brazil's intellectual and cultural development. New ideas and knowledge were introduced, and education began to play a key role in shaping Brazilian society.

This educational transformation also had social and economic impacts. The emergence of schools and higher education institutions contributed to the formation of qualified professionals in different areas, boosting the country's scientific, technological and economic progress. Education has become a means of social ascension, allowing individuals from different backgrounds to seek better opportunities and improve their living conditions.

However, it is important to highlight that, despite these advances, education was still accessible only to a limited portion of the population. Teaching continued to be aimed mainly at the elite and those who had financial conditions to attend educational institutions.

After the Independence of Brazil, education in the country underwent different transformations and challenges. Initially, the utilitarian and professional character instituted by D. João VI remained the main educational guideline, with education aimed mainly at the elite, leaving the majority of the population without access to adequate school infrastructure, trained teachers and educational resources.

In 1827, the first law was enacted that suggested the creation of basic education schools in all Brazilian cities or towns, known as Lei Áurea da Educação Básica. However, this law was not effectively implemented, and education continued to be restricted to a privileged portion of society.

During the Regency period, a constitutional reform called the Additional Act took place, which decentralized responsibility for education in the country. Higher education became the responsibility of the central government, while elementary and secondary education and teacher training were the responsibility of the provinces. This decentralization had negative consequences for education, resulting in a lack of coordination in investments and inequalities between the country's regions. However, this determination of division of responsibilities still persists today.

In the 1920s, the Escola Nova movement emerged, composed of scholars and educators who proposed changes in the educational environment, seeking a new conception of the role of the State as an articulator of ideas and proposals for the education of children and adolescents. This movement advocated a more student-centered approach, with an emphasis on active participation, experimentation, and the integral development of the individual.

After the fall of the Estado Novo in 1945, the Law of Guidelines and Bases of National Education (LDB) was proposed, which went through a long process until it was finally enacted in 1961 (Law No. 4024). This law represented a movement in defense of public, universal and free schools, establishing guidelines and fundamental principles for education in the country.

Despite the advances made in the field of education in Brazil, there are still many challenges to be faced. The 1988 Brazilian Constitution marked an important milestone by establishing the universalization of fundamental education as a right for all citizens and emphasizing the eradication of illiteracy. However, the current reality reveals that the country still has a long way to go to offer quality education for all.

The precariousness of school infrastructure is one of the most obvious problems. Many schools struggle with a lack of basic resources, such as adequate classrooms, teaching materials and equipment. This lack of infrastructure compromises the learning environment and negatively affects student performance.

Another important challenge is the lack of qualified teachers. Adequate and continuous training of educators is essential to ensure quality education. However, many teachers face precarious working conditions, low wages and lack of incentives for professional improvement. Investing in training and valuing teachers is essential to improve education in the country.

In addition, regional inequalities in educational quality still persist. While some regions have access to better resources and educational opportunities, others suffer from a lack of investment and poor infrastructure. This creates a significant gap between public and private education, deepening social inequalities and limiting chances for social mobility.

The issue of illiteracy is also a persistent challenge. Although there have been advances in reducing illiteracy, there are still many Brazilians who lack basic reading and writing skills. Functional illiteracy, which is the inability to understand and use written information in everyday life, is also a worrying reality.

Educational deficiencies have consequences that extend beyond the field of education. They affect the economy, society and culture of the country. The lack of equal educational opportunities contributes to deepening social and economic inequalities.

Poverty and social inequalities are also complex issues that affect millions of people around the world. There are different perspectives and approaches when it comes to understanding the causes and finding solutions to these problems. One of these perspectives highlights the lack of education as one of the main causes of poverty and argues that access to education can be an effective solution.

It is believed that the lack of formal education is directly linked to the inability to respond to the demands of the labor market. Those who do not have access to school or who are unable to complete their studies face significant barriers to finding employment and improving their living conditions. The lack of qualifications and skills needed for the job market is seen as an obstacle to social and economic ascension.

From this perspective, education is seen as a means of empowering individuals, providing them with the knowledge, skills and competencies needed to compete in the job market. It is believed that by guaranteeing access to school and promoting quality education, it will be possible to provide equal opportunities for all, regardless of their socioeconomic background. It is also believed that, by increasing the enrollment rate and improving the quality of education, it will be possible to reduce poverty and social inequalities.

However, it is important to recognize that the relationship between education and poverty is not one-dimensional. While education can be an important factor in overcoming poverty, it is not the only determinant. There are other structural and contextual factors, such as economic policies, unequal distribution of resources, discrimination and lack of opportunities, which also contribute to the perpetuation of poverty and social inequalities.

 

Education in a State of Emergency: Public Schools Lack Structure and Security Measures

 The traditional classroom, with rows of desks, blackboard and lecturer, has been the prevailing pattern in the education system for decades. However, with the social transformations and technological advances that have occurred over the years, the effectiveness of this model and its adequacy to the needs of students in the current era are questioned.

Naveen Jain, founder of Bluecora and a philanthropist in education, argues that the education system is not only broken, but also obsolete. He advocates the adoption of active learning practices, in which students' skills are placed at the center of the educational process. This model values the protagonism of students, who have access to video classes and can watch them at their own pace, taking advantage of the time in the classroom for dynamic group activities, which aim to develop interdisciplinary skills and competencies.

The classroom of the future, according to Jain, needs to be an environment in which children get together and work together to solve problems, integrating different areas of knowledge. This approach encourages students' collaboration, creativity and critical thinking, preparing them for the challenges of the contemporary world.

An important factor to be considered in this reflection is the increasingly intense presence of technologies in the lives of the new generations. Today's students are increasingly familiar with the use of digital devices and have access to an immense amount of information available on the internet. Therefore, learning based only on the transmission of information by teachers can become obsolete and limited in this context.

Manuel Castells, a Spanish sociologist, also emphasizes the obsolescence of this education model centered on the transmission of information. For him, it is no longer necessary to emphasize the transmission of knowledge, as information is widely available on the internet. The current challenge is to prepare students for the critical and creative use of this information, stimulating their capacity for research, analysis and synthesis.

The recent inspection carried out by 32 Audit Courts revealed an alarming situation in the country's public schools. Inspectors visited 1,082 state and municipal schools in 537 cities in all states and the Federal District. The results are worrying: 57% of the classrooms visited are traditional, with inadequate structures for the learning process.

During the inspection, approximately 200 infrastructure items were checked in schools. The main problems encountered include broken windows, fans and furniture, insufficient lighting and ventilation, leaks and moldy walls. In addition, failures were identified in the cleanliness and inclination of school premises.

The operation, called Operation Education, was carried out by the Association of Members of the Brazilian Courts of Accounts (Atricon) in partnership with the Court of Accounts of the State of São Paulo (TCESP). The results show that 31% of the visited schools did not have adequate sewage collection, while 8% did not have garbage collection. Surprisingly, 89% of the inspected schools did not have the Fire Department Inspection Report (AVCB), an essential document to certify compliance with firefighting standards.

The survey also revealed the absence of adequate security measures in schools. About 86% of them did not have fire hydrants, 44% did not have fire extinguishers and 28% had expired fire extinguishers.

Poor educational infrastructure is not just limited to security issues. The inspection found that 63% of the schools did not have libraries and reading rooms, and 88% did not have laboratories or computer rooms. These spaces are essential for quality learning, providing access to books, computers and additional resources.

When it comes to security, the numbers are also alarming. Only 43% of the schools had surveillance cameras, 55% of them did not have private surveillance or school patrol, and 87% did not have a panic button or similar equipment. Entrance to schools also presented problems, with 17% of the buildings having walls or walls with holes that allowed access for strangers, 8% with vandalized or damaged gates, and 10% with inadequate gate control.

Data from the first stage of the 2022 School Census, made available by the National Institute of Educational Studies and Research Anísio Teixeira (Inep), reveal important information about the situation of schools and students in Brazil. This research is fundamental for the planning and monitoring of educational policies, providing essential quantitative data for the development of the educational system.

In total, the census recorded 47.4 million enrollments in all basic education. An important highlight is the number of preschool enrollments, which exceeded 5 million. This initial stage of education is fundamental for the development of children, providing a solid foundation for their educational path.

The census also revealed that there are 74,400 daycare centers in operation in the country, playing a crucial role in the care and education of children of preschool age. These institutions play an important role in providing a suitable environment for the integral development of students.

With regard to elementary education, the census identified that 122.5 thousand schools, corresponding to 68.7% of the total, offer some stage of this type of education. Among these schools, 105.4 thousand attend the initial years (1st to 5th), while 61.8 thousand attend the final years (6th to 9th). It is interesting to observe that there are practically two schools with the initial years for each one with the final years, indicating an unequal distribution between the stages of fundamental education.

The municipal network stands out as the main responsible for offering the initial years of fundamental education, serving 10.1 million students (69.3% of the total). This network represents 85.5% of the public network, playing a key role in providing access to quality education. In addition, there is a growth of 5.3% in the private network at this stage, with 18.9% of students attending private schools.

In the final years of elementary school, the municipal network serves 5.3 million students (44.4%), while the state network serves 4.8 million (39.9%). Private schools, in turn, concentrate 1.8 million students, representing 15.5% of enrollments at this stage. In total, there are 11.9 million students in the final years of elementary school in Brazil.

The provision of full-time education is a goal established by the National Education Plan (PNE) in Brazil, aiming to provide a more complete and comprehensive education for students. However, data from the 2022 School Census reveal that only 6.9% of public schools in the country have between 20% and 50% of students enrolled full-time, while 50.7% of schools do not offer any full-time students.

The PNE goal establishes that at least 50% of public schools must offer full-time education, serving at least 25% of basic education students, with a workload of at least 7 hours of school activities. This is an important strategy to promote a more complete education, covering not only the academic aspect, but also the social, emotional and cultural development of students.

In the context of early childhood education, there is an increase in the number of full-time enrollments in public day care centers between 2021 and 2022, with an increase of 10.3%. In private day care centers with agreements, the full-time enrollment rate remained high, at 92.8%. On the other hand, a drop was registered in private schools without an agreement with the public power, possibly indicating a reduction in the offer of this type of modality.

In elementary education, data show an increase in the proportion of full-time students in 2022, following the trend observed from 2020 to 2021. It is important to note that, between 2019 and 2020, there was a drop in full-time enrollments, possibly related to challenges faced during the health crisis.

Recent numbers from the School Census – 2022 – indicate a recovery, both in the early and final years of elementary school, demonstrating a gradual recovery in the provision of full-time education. However, there is still a long way to go to reach the goals established by the PNE.

 

Educational Challenges in Brazil: Worrying Data Require Immediate Action to Guarantee the Right to Learn

 

Research carried out by UNICEF, in August 2022, reveals that school exclusion mainly affects the most vulnerable groups. Of the respondents, 11% are not attending school, and this percentage is four times higher in class DE (17%) compared to class AB (4%). This highlights the inequality in access to education, indicating that students in a more vulnerable situation face more obstacles to staying in school.

Among the reasons cited by students who are not attending school, the need to work outside the home is the most common, mentioned by 48% of respondents. Learning difficulties are also pointed out, with 30% of the students stating that they dropped out of school because they could not keep up with the explanations or activities. Other reasons include lack of return to face-to-face activities (29%), need to care for family members (28%), lack of transportation (18%), pregnancy (14%), disability-related challenges (9%), racism (6%) and other factors.

Furthermore, research reveals that truancy is a real risk even among students who are in school. In the last three months, 21% of public school students aged 11 to 19 considered dropping out of school. Among the main reasons mentioned is the difficulty of following the explanations or activities of the teachers, cited by 50% of those who thought about giving up.

The survey also highlights the importance of school in students' lives. Despite the challenges faced, most students who returned to face-to-face classes feel happy and optimistic about the future. Students report that hygiene care has increased in schools, as well as the level of demand from teachers and the amount of learning in classes.

Other data point to a survey released by the Ministry of Education (MEC) with a worrying reality in Brazilian education: 56.4% of children finished the 2nd year of elementary school in 2021 without reaching literacy. This number represents an increase in relation to the previous year, when 39.7% of the students concluded the period without having basic conditions for reading and writing.

The research, which had the support of the National Institute of Educational Studies and Research (Inep), aimed to understand what is the expected literacy level of a child at the end of the 2nd year of elementary school, a fundamental stage for school development. Based on this survey, it becomes possible to establish more effective national literacy policies.

According to MEC guidelines, a child is considered literate if, at the end of the 2nd year of elementary school, he is able to read small texts, locate information on the textual surface, make basic inferences based on the articulation between verbal and non-verbal text ( comic strips and comics) and write simple texts for everyday communication, even with spelling deviations.

The research also defines that children at this stage should be beginner readers and writers, but with the ability to interact more autonomously, especially with texts present in the context of daily life and literary practices.

A survey carried out by the Ministry of Education, entitled Alfabetiza Brasil, revealed a worrying reality in the Brazilian education scenario. According to the study, only one state in the country reached the minimum level of literacy expected at the end of the second year of elementary school, established by the government in May. These alarming results show the seriousness of the situation and the urgent need for effective actions to improve the quality of basic education in the country.

Of the 27 states of the federation, only Santa Catarina reached an average of 751.74 points, just under 9 points above the established average of 743 points in the Basic Education Evaluation System (Saeb). The second place went to the Federal District, which obtained 738.09 points. These numbers show that the vast majority of states failed to reach the minimum level of literacy expected for students at the end of the second year of elementary school.

According to the survey, which also revealed that 56.4% of children finished the 2nd year of elementary school in 2021 without being literate, the literacy situation in Brazil is considered a “public calamity”. Olavo Nogueira Filho, executive director of Todos Pela Educação, highlights the importance of a clearer classification of literacy, in order to guarantee the implementation of more precise and consistent actions in all spheres.

The Global Education Monitoring Report – Summary, 2020, entitled “Inclusion and Education: All, Without Exception”, released by the United Nations Educational, Scientific and Cultural Organization (Unesco), reveals important issues related to inclusion in education. education system around the world. The survey, which monitors 209 countries against the educational goals set out in the 2030 Agenda for sustainable development, points to significant challenges and persistent inequalities.

A worrying data presented by the report is that 41% of the nations do not have data on students excluded from the education system. This demonstrates a worrying gap in the collection and monitoring of this crucial information for the development of effective inclusion policies. The survey also highlights that 258 million children and young people around the world still do not have access to education, with poverty being the main obstacle to their entry into schools.

Analysis by income reveals significant disparities, especially in low- and middle-income countries, where adolescents from the richest families are three times more likely to complete primary school than the poorest. In addition, the report highlights gender inequality, noting that in several countries in sub-Saharan Africa, virtually no young poor people in rural areas complete secondary school. Also highlighted is the challenge faced by around 335 million girls who attend schools without adequate sanitation and hygiene conditions, which makes it difficult for them to participate in studies during their menstrual period.

With regard to students with disabilities, the report suggests that approximately 15% of this population are out of school. In many countries, there are still laws that provide for segregated classes for these students, and some parents express concern that the presence of children with disabilities can disrupt the learning of other students. In low- and middle-income countries, these children are estimated to be 19% less likely to achieve minimum reading proficiency compared to their non-disabled peers.

While 68% of countries have defined an inclusive education policy, only 57% of them reach out to minority and marginalized groups, as ranked by the report. This includes refugee, black and rural migrant students, who often face additional challenges in accessing quality education. Furthermore, the report highlights that, in general, teachers, teaching materials and learning environments do not adequately consider the benefits and importance of embracing diversity and inclusion.

Data from the 2021 School Census and the 2020 Higher Education Census, released by the National Institute of Educational Studies and Research Anísio Teixeira (Inep), reveal important information about professionals who work in basic education and higher education in Brazil. These surveys provide an up-to-date and essential overview to understand the situation of these professionals and the challenges faced in their activities.

According to the 2021 School Census, a total of 2.2 million people work in basic education, with 595,000 teachers working in early childhood education and 1,373,693 in elementary school. In high school, there were 516,484 teachers. Women represent the majority of professionals in all stages of basic education, corresponding to 96.3% in early childhood education, 88.1% in the early years of elementary school and 66.5% in the final years of elementary school. In high school, 57.7% of the teaching staff is made up of women.

Regarding higher education, the 2020 Higher Education Census revealed that of the 323,376 teachers, 35.2% have a master's degree and 48.9% have a doctorate. Doctors are more frequent in the public network, while most professors with a master's degree work in the private network. In this context, men are the majority in both educational systems. The average profile of the faculty demonstrates that the most frequent age among those working in public institutions is 39 years old, while in private institutions it is 40 years old.

Gathering information about the learning environment and the performance of teachers is also fundamental to understanding the country's educational system. The Basic Education Assessment System (Saeb) 2021, carried out by Inep, has questionnaires answered by teachers, addressing topics such as working conditions, professional training, school climate and pedagogical practices. These data help identify areas that need improvement and direct actions to promote educational quality.

In addition, the Brazilian report of the International Research on Teaching and Learning (Talis), carried out between 2017 and 2018, presented the perception of teachers about teaching. Brazil's participation in this study allowed the analysis of the views of 2,447 teachers and 185 principals of elementary schools and 2,828 teachers and 186 principals of secondary schools, both public and private. This international research contributes to the understanding of teachers' perspectives and helps in the search for more effective educational solutions and policies.

It is crucial to understand that the teaching organization process is not just about recovering lost learning or dealing with possible delays, as has often been commented. The main objective is to guarantee the right of all people to long-term and successful learning and schooling.

Connectivity is a key element for digital inclusion and access to educational resources that enrich the teaching-learning process. One of the goals established is the connection of all public schools by the end of 2026, as stated by Minister Camilo Santana. However, he points out that the challenge goes beyond providing internet access, as it is necessary to guarantee access to adequate equipment and assess the quality of this connection for both teachers and students.

In addition, it is essential to recognize and face the culture of school failure, which is still present in many educational systems. The belief that failure is an efficient pedagogical measure needs to be overcome, and it is necessary to seek alternatives that promote continuous learning and success for all students.

Teacher training also plays a crucial role in this context. It is essential to invest in continuing education programs that prepare educators to deal with the current demands of education and promote innovative and inclusive pedagogical practices. Ensuring that all students, especially those in vulnerable situations, such as the poorest, black, indigenous and those from more vulnerable territories, have a successful trajectory requires a prepared and engaged faculty.

The reorganization of education to adapt it to the needs of students and ensure the inclusion and success of all is a complex but necessary challenge.

 

The Impact of Programs to Combat Poverty in Public Schools: Challenges and Reflections for Education

 

Programs to combat poverty, associated or not with education, have shown themselves to be increasingly present and relevant in today's society. However, it is important to analyze its specific impact on public schools, in addition to the frequently carried out evaluations that focus mainly on the impacts on families. This discussion is fundamental to understanding how these programs affect educational policies.

It is notable that these programs have gained political support and prominence among international organizations due to the pressing and dramatic social needs they aim to address. The results observed with the benefited families are generally positive, which contributes to encourage the expansion of these programs. However, it is necessary to go further and investigate its implications in public schools and in the quality of education.

One of the main challenges is the real possibility that these programs are funded with funds that originally should have been allocated to the public school system. Some municipalities, as is the case of São Paulo, opted to unlink part of the resources destined to education to finance programs to supply uniforms and school material to children in municipal schools. This practice raises concerns about the impact on the functioning of schools and the quality of teaching in the long term.

It is understandable that public administrators feel tempted to invest in programs to combat poverty, as the results are perceived more quickly and more widely. However, it is essential to recognize that building a quality public school network takes time and continuous investments, which are often not evident to everyone. Education is an ongoing activity that requires daily care and support, especially in a country with a large population and accumulated educational deficits.

Compared to public schools, anti-poverty programs have different characteristics. They tend to be discontinuous in time and vary in terms of territorial coverage. Furthermore, they are not universalist policies, as it is possible to circumscribe their beneficiaries. These characteristics allow for a more agile and flexible administration, without the need for large bureaucratic apparatuses.

However, even considering obtaining independent sources of funding for these programs, it is important to reflect on the challenges they pose to schools. In the first place, if anti-poverty programs are efficient, it is likely that they will bring into the school system children, adolescents and young people with whom schools have not yet learned to work. This can exacerbate the crisis experienced by the increasing democratization of access to education, making it necessary to invest in greater resources and support for schools to meet the needs of these students.

Extreme poverty is a serious problem faced by Brazil, resulting from its history of colonization, late development and economic dependence, in addition to old and recent internal problems. A significant portion of the Brazilian population lives below the poverty line, with monthly family income below R$70.00 per person. However, exceeding this value does not mean completely abandoning poverty, but only leaving the condition of extreme poverty.

Extreme poverty is characterized by the non-satisfaction of essential needs for survival, leading people to face hunger, lack of clean water, precarious housing conditions, shortages of clothing and medicine, and struggle to stay alive.

It is important to recognize that extreme poverty is not restricted to a specific region, but affects virtually all cities in the country, especially the outskirts of large metropolitan centers. Several factors can contribute to the growth and worsening of poverty in certain regions, such as economic, socio-cultural, historical, natural and political-legal reasons.

Social inequality, which is one of the main drivers of poverty, has its roots in the rise of capitalism, with the accumulation of capital and private property. Economic power was concentrated in the hands of the richest, while the poorest families were marginalized in society.

Education is recognized as the best instrument to combat poverty and social inequality. However, for this to happen, public investment is needed not only in the physical structure of schools, but also in teaching resources and, above all, in training educators. Teachers need to be prepared to deal with social issues in the classroom, adapting content and pedagogical practice to the experiences of students in situations of poverty.

Education is one of the factors with the greatest potential to correct and combat poverty, and consequently, social inequality. However, increasing children's and youth's access to the education system does not automatically guarantee greater social justice. Not all education offered is capable of promoting equity.

The reports released by the OECD, in partnership with Todos pela Educação and Itaú Social, which show the disparity in educational performance between poor and rich students in Brazil, underscore the urgency of tackling inequalities in the educational system. The data reveal that students from low socioeconomic backgrounds are twice as likely to fail compared to richer students during Elementary School 2.

This difference in performance reflects the reality of social inequalities in the country, where poverty often limits access to educational resources and development opportunities. Failure in school not only affects students' academic progress, but can also perpetuate cycles of poverty, limiting their future prospects.

In this context, it is essential that education is equitable, that is, it offers the same opportunities for learning and development for all students, regardless of their socioeconomic status. This requires comprehensive educational policies that address inequalities from the early stages of education, seeking to mitigate disparities in access to resources and in the quality of teaching.

Investments must be directed towards improving the infrastructure of schools, guaranteeing adequate teaching resources and promoting the training of educators to meet the specific needs of students in situations of poverty. In addition, it is necessary to promote programs of socio-emotional support and educational reinforcement for these students, in order to guarantee that they have access to a quality education.

In addition to investing in the school structure, it is necessary to adopt inclusive policies that consider the social and cultural reality of students in poverty. This implies adapting curriculum content, teaching methods and assessments so that they are relevant and meaningful for these students. Valuing their experiences and prior knowledge can help to increase their motivation, engagement and school success.

Education plays a crucial role in the integral formation of individuals, not restricted to academic development, but also to moral, ethical, social and cultural development. An education that seeks to humanize, which promotes respect for others and cultural heritage, is essential to create a fairer and more inclusive society.

An educational approach that understands the city as a common good is essential to promote citizen awareness and appreciation of urban space. This implies developing in students the understanding that the city is made up of different individuals, social groups and cultures, and that it is necessary to respect and value this diversity. By promoting the cultural development of citizens, education contributes to building a more pluralistic and democratic society.

The relationship between poverty and education is a reflection of the social injustices present in our society. In difficult times, when human rights are hit, education becomes even more crucial as an instrument of transformation and promotion of equality.

Poverty has significant impacts on access to education. Families in situations of economic vulnerability face additional challenges in ensuring that their children have access to a quality education. The lack of financial resources often results in lack of access to adequate schools, teaching materials, transportation and even food. These limitations directly affect school performance and students' development opportunities.

The policies adopted in times of crisis, which prioritize cost containment and the reduction of social investments, further aggravate inequalities. When social rights are limited, people in poverty are most affected. Budget cuts in the area of education reduce the number of vacancies, reduce the quality of teaching and limit access to educational resources. This creates a vicious cycle in which lack of access to education perpetuates poverty and social exclusion.

When the right to retirement is postponed and the policies adopted lead to an increase in unemployment, the situation becomes even worse. The lack of employment and decent work opportunities limits the prospects for social ascension and increases dependence on assistance programs. This reality directly affects the ability of families to invest in their children's education and perpetuates the cycle of poverty.

In this context, it is essential to recognize the importance of education as a means of combating social injustice. Education has the potential to break the cycle of poverty by providing individuals with knowledge, skills and opportunities. Investing in quality, inclusive and equitable education is critical to ensuring that all individuals have the same chance of success, regardless of their socioeconomic background.

In addition, it is necessary that public policies are directed towards reducing inequalities and guaranteeing social rights. The protection of human rights, including access to education and a dignified life, must be a priority under all circumstances. It is essential that the policies adopted promote social inclusion, sustainable economic development and a fair redistribution of resources.

In difficult times, it is even more crucial to defend and strengthen social rights, including the right to education.