POR TRÁS DO RENDIMENTO ESCOLAR: DIMENSÕES OCULTAS DO TERRITÓRIO ESEUS IMPACTOS NAS OPORTUNIDADES EDUCACIONAIS

This article investigates the hidden dimensions of the territory and their impacts on educational opportunities and school performance in Brazil. The research, of a bibliographic nature, adopts a qualitative approach to analyze how socio-spatial segregation, social vulnerability, and the geography of opportunities influence students' trajectories. The main objective is to unveil how the characteristics of the place of residence, beyond individual and family factors, configure a field of inequalities that is directly reflected in academic performance. The methodology consisted of the analysis of recent academic productions and official documents, focusing on the concept of “territory effect”. The results indicate that the location of the school and residence, urban infrastructure, violence, and the supply of public services are determining factors in the production of school inequalities. The analysis reveals that vulnerable territories tend to concentrate schools with greater challenges, perpetuating a cycle of disadvantages. It is concluded that educational policies must consider the territorial dimension to be effective, promoting intersectoral actions that articulate education, urbanism, and social assistance, in order to mitigate the effects of segregation and ensure equitable education for all.