Socioeconomic context and school infrastructure in academic performance: a systematic literature review

Authors

DOI:

https://doi.org/10.5902/2318133884346

Keywords:

Infraestrutura escolar, Socioeconômico, Desempenho escolar, Revisão sistemática

Abstract

This study aims to present systematic reviews of the literature on the socioeconomic and infrastructure characteristics related to the school performance of basic education students around the world, establishing conceptual and critical discussions around these relationships. Two systematic literature reviews were carried out for the same study with each specific context, defining planning and conducting the review. Although the influence of the two contexts on student academic performance varies, results suggest that contexts play an important role in student performance. In this way, it is intended to contribute to the progress of knowledge in studies related to educational management and decision-making in public policies for basic education.

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Author Biographies

Taynara Roberta Fernandes, Universidade de São Paulo

Master's student in Organizational Administration at the University of São Paulo (FEA-RP/USP) and research line in Organizational Studies and Public Policy. Graduated in Business Administration from the Federal University of Uberlândia (UFU). She works as a research fellow at the Open Innovation Laboratory at Supera Parque de Inovação e Tecnologia de Ribeirão Preto. She works as a researcher at the Center for Studies in Contemporary Public Policy and Management (GPublic) at the University of São Paulo (USP). She participated in the University's International Mobility program, in which she attended a semester of graduation at the Higher School of Management, Hospitality and Tourism of the University of Algarve (UALG), in Faro, Portugal. She also took a semester of License 3-Gestion et Sciences Sociales from the Institut dAdministration des Entreprises (IAE) at Université de Lille 1, Lille, France.

Claudia Souza Passador, Universidade de São Paulo

Sociologist, journalist, Master in Government and Public Administration; PhD in Education; Postdoctoral in Public Administration. Associate professor; Department of Administration at the Ribeirão Preto School of Economics, Administration and Accounting at the University of São Paulo (USP). Coordinator of the Center for Studies in Contemporary Public Policy and Management at the Institute of Advanced Studies at the University of São Paulo (GPUBLICIEA/USP); Brazil. Senior Researcher FAO (UN).

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Published

2023-09-13

How to Cite

Fernandes, T. R., & Passador, C. S. (2023). Socioeconomic context and school infrastructure in academic performance: a systematic literature review. Regae: Revista De Gestão E Avaliação Educacional, e84346. https://doi.org/10.5902/2318133884346

Issue

v. 12, n. 21, 2023, publicação contínua

Section

Artigos

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