Vulnerabilidade social e os impactos na aprendizagem de crianças de cinco a nove anos

Abstract

This work of conclusion of course has to understand how the context of social vulnerability of students cause direct or indirect impacts on their learning. The theoretical framework that supported this work in: Freitas and Shelton (2005) apud Kuhlmann (1998), and Statute of the Child and Adolescent (ECA, 1990), vulnerability: Monteiro (2011), Carmo and Guizardi (2018) and (Bezerra, 2018), identity construction: Mizukami (1986) and social relations: Jean Piaget (1896 - 1980) and Lev Seminovitch Vygotsky (1896 - 1934). The methodology used was a bibliographic survey of the main legislation enacted in the period between 2010 and 2020. The primary sources (sources taken from the legislation itself) and secondary sources (commented sources) were compiled into files and discussed in the light of the protection needs of children. . The results show that there are many types of violence against children and that despite the child protection laws, there is still a long way to go so that children have their protection rights taken care of and consolidated.