SOCIAL INEQUALITY AND SCHOOL INFRASTRUCTURE: IMPACTS ON LEARNING

Abstract

Social inequality interferes with students' access, retention, and learning conditions. In this context, school infrastructure is one of the elements that can either favor or hinder the development of educational activities. This article aimed to analyze the relationship between social inequality, school infrastructure conditions, and learning in Brazilian basic education. This is a descriptive bibliographic and documentary research, based on scientific studies and national educational data. The results indicate that infrastructure conditions are related to existing territorial, socioeconomic, and educational inequalities in the country. Differences were also identified in the availability of libraries, laboratories, sports facilities, connectivity, and other resources between schools and regions. The studies analyzed show that better educational provision conditions tend to be associated with better learning outcomes, although infrastructure alone does not explain student performance. It is concluded that reducing educational inequalities requires coordinated investments in infrastructure, teacher training, pedagogical resources, and equity policies.