As Relações entre Pobreza e Aprendizagem nas Diretrizes do Banco Mundial: No Contexto da Pandemia e Pós-Pandemia (2020 2023)

Abstract

This dissertation, affiliated with the research line Education, Social Policies and the State, of the Graduate Program at the Cascavel-PR Campus, has as its general objective to analyze, within the World Bank's guidelines, the relationships between poverty, learning crisis, and learning poverty during the pandemic and post-pandemic period (2020-2023). The investigation, qualitative in nature, relies on bibliographic and documentary research, involving the analysis of five official World Bank documents published between 2018 and 2024, which address the context of prolonged school closures during the pandemic and the socioeconomic crisis that intensified learning difficulties and social exclusion, especially for vulnerable populations. For the textual analysis of the World Bank's official documents, the IRAMUTEQ software was used, allowing for the identification of discursive patterns, recurring themes and structures, mapping the co-occurrence of terms and the centrality of the discourse around human capital formation. The results demonstrated that the World Bank conceives the learning crisis as a multifaceted phenomenon, combining low proficiency in reading and mathematics with social inequalities and systemic limitations in management, curriculum, and teacher training. The concept of learning poverty emerges as a key indicator of this crisis, functioning as a discursive operator that associates school exclusion with the inability to acquire minimum competencies. The documents converge in recommending integrated approaches, transitioning from school access to teaching quality, with emphasis on rigorous monitoring of results, equity, teacher development, and actions adapted to local contexts. It is concluded that the World Bank consolidates itself as a global architect in the fight against learning poverty, prioritizing metrics and scalable solutions. However, the research highlights that the concept operates as a discourse that legitimizes technical interventions and educational reforms aligned with the interests of capital, often disregarding the complexity and structural causes of poverty, which are inherent to the capitalist system. The effectiveness of its policies stumbles upon the tension between technical efficiency and the indispensable adaptation to local contexts. Addressing poverty, in its multidimensionality, therefore requires overcoming standardized solutions and considering the social, cultural, and historical specificities of each national reality.