IMPACTOS DE INFRAESTRUTURAS ESCOLARES NO RENDIMENTO DE ESTUDANTES (MANSABÁ) GUINÉ-BISSAU E (HUMAITÁ-AM E LÁBREA-AM) BRASIL: UMA REFLEXÃO CRÍTICA

Abstract

This article critically analyzes the impacts of school infrastructure on the performance of elementary and high school students in three contexts: Mansabá, in Guinea-Bissau, and the municipalities of Humaitá and Lábrea, in Brazil. It is based on the understanding that education goes beyond the simple transmission of content, involving cognitive, social, affective and ethical dimensions that develop more fully in adequate environments. It argues that basic structural conditions — ventilated classrooms, libraries, laboratories, clean bathrooms, technological resources and teaching materials are essential to ensure quality, motivation and dignified learning conditions. The research used a qualitative approach, resorting to bibliographic review, document analysis and autoethnography, in addition to questionnaires administered to 51 education professionals. The data collected were systematized with the help of spreadsheets and statistical software, allowing for the clear identification of these professionals' perceptions about the influence of school infrastructure on the teaching-learning process. The results showed that, although pedagogical and family factors continue to be determining factors, structural precariousness directly compromises the quality of education, generating demotivation and harming the students' overall development. However, good infrastructure alone does not guarantee academic success, and must be associated with solid public policies, teacher appreciation and community participation. In summary, the research highlights the urgency of structural investments, especially in vulnerable regions, as a strategy to promote equity and social justice. A well-equipped school strengthens its transformative role, expands opportunities and contributes to the formation of critical, conscious and socially active citizens.

Keywords: School infrastructure; Academic performance; Mansabá (Guinea-Bissau); Humaitá-Lábrea (Brazil).