Resumo

LOURETO, Gleidson Diego L. et al. Educational challenges among Brazilian students: unpacking barriers from a psychoeducational model. Aval. psicol. [online]. 2025, vol.24, n.spe1, e25499.  Epub 05-Set-2025. ISSN 1677-0471.  https://doi.org/10.15689/ap.2025.24.e25499.

This study aimed to assess the impacts of contexts marked by low educational equity on school - and individual-level variables among Brazilian students. A psychoeducational model (as opposed to econometric models) was employed to capture students’ experiences while assessing both dimensions of this phenomenon. The participants were Brazilian middle and high school students (n=646). The analysis compared groups based on gender, racial/ethnic background, socioeconomic status, and grade level across the equity dimensions of the Educational Equity Assessment Instrument - Students (EEAI-S; comprising 18 facets). Overall, the results partially corroborated previous evidence, reinforced the impact of intersectional elements on marginalized groups, and offered new insights into the dynamics of the obstacles students face. The findings are discussed from an intersectional perspective, aiming to inform intervention proposals that address diversity and social justice in efforts to reduce the perpetuation of inequalities within educational systems.

Palavras-chave : education; equity; validity; reliability; social justice..

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