The objective of this research is to identify which social factors interfere in the teaching and learning of high school students at a school located in the municipality of Abaetetuba Pará. It is common to notice that the educational performance of most students in the public school system is not satisfactory, for this reason, the interest in researching the causes that may be negatively interfering in the teaching and learning of these young people arose. With this, it is worth checking how teachers organize their pedagogical practices that will contribute to the learning of these young people; it is also necessary to understand how social factors interfere in the quality of teaching of these students. As for the methodology of this research, it was a field research under a qualitative approach. The research data collection instrument was from questionnaires applied to students and teachers, whose names will be kept anonymous. The choice of the questionnaire was due to the question of allowing the research subjects both objectivity in the answers, as a space for reflections based on their answers and thus obtaining more detailed information. As for the results, the research showed the reality of students from a public school who work and continue their studies, but persist in the attempt to reconcile the life of worker and student, but most of these young people point to the economic factor as the main point of imbalance. , since it is from this that three other main social factors are identified, namely: poverty, as many live with very low incomes, hunger and lack of housing, which end up negatively impacting the school performance of these students. Despite this, the pedagogical practice of teachers was evident in an expressive way, marked by important actions for the critical learning of students, in an attempt to arouse interest in the search and guarantee of social rights.
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