Desigualdade educacional e deslocamento
trajetórias educacionais de alunos afetados pela guerra
DOI:
https://doi.org/10.22633/rpge.v30iesp2.21363Palavras-chave:
Ucrânia, Desigualdade educacional, Trajetórias dos alunos, Inovação, CompetênciaResumo
Em tempos de guerra, os alunos enfrentam desigualdades no acesso à educação, na continuidade da aprendizagem e na manutenção do desempenho acadêmico em contextos institucionais e sociais instáveis. Este estudo objetiva analisar como a guerra na Ucrânia transforma as trajetórias educacionais dos alunos e verificar se a inovação, a educação orientada para competências e a aprendizagem baseada em projetos reduzem ou reproduzem desigualdades educacionais. A pesquisa adota uma abordagem qualitativa, fundamentada na síntese crítica da literatura científica, documentos de políticas públicas e fontes analíticas secundárias sobre a educação em contexto de guerra na Ucrânia. Os resultados evidenciam que as trajetórias educacionais tornam-se fragmentadas, instáveis e contingentes. Além do acesso, a desigualdade manifesta-se na continuidade dos estudos, na intensidade da aprendizagem, no engajamento e no apoio educacional disponível. O estudo oferece subsídios para políticas de educação inclusiva voltadas à continuidade da aprendizagem, à redução da vulnerabilidade e ao fortalecimento da autonomia estudantil durante crises prolongadas.
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