COMPREHENSIVE EDUCATION AND ADDRESSING SOCIAL, RACIAL, ETHNIC AND GENDER INEQUALITIES

Abstract

This article aims to encourage a discussion about Integral Education and the confrontation of social, racial, ethnic and gender inequalities, as it is a current and highly important topic, as it has been thought of by the government as a form of overcome educational disqualification, seeking to meet the demands of children, young people and adults who are in socially vulnerable conditions. This is a systematic review of the literature, which has a descriptive and exploratory nature, aiming to summarize and analyze the scientific knowledge already achieved on the topic, also presenting the context of Integral Education in the City of Salvador, capital of Bahia. Given the results obtained, it was evident that by prioritizing the training of students in vulnerable situations, Integral Education aims to generate equity and social inclusion through education. It is concluded, then, that the Integral Education proposal can significantly contribute to the qualification of the educational process, as well as reducing risks and social vulnerabilities in the most needy communities, expanding the vision of social protection from the perspectives of Brazilian public schools.