Ensino comparado: análise de impactos da infraestrutura e indicadores pedagógicos sobre a qualidade do ensino, desempenho e rendimento de estudantes da educação escolar básica na Guiné-Bissau (Mansabá, Província Norte, Região de Oio) e Brasil (Humaitá e Lábrea, Amazonas)

Abstract

The research was developed within the Programa de Pós-Graduação em Ensino de Ciências e Humanidades (PPGECH), affiliated with the Instituto de Educação, Agricultura e Ambiente of the Universidade Federal do Amazonas, with the objective of analyzing how school infrastructure and pedagogical indicators influence the quality of education and the academic performance of basic education students in two distinct contexts: the Mansabá sector, in Guiné-Bissau, and the municipalities of Humaitá and Lábrea, in the state of Amazonas, Brazil. The study adopted a qualitative approach of a documentary and autoethnographic nature (Gil, 2008, 2017; Creswell, 2014, 2021; Minayo e Sanches, 1993; Mota, 2019; between others), combining theoretical references, empirical and photographic records, as well as the author’s lived experiences as a teacher in Mansabá and a resident in Amazonas. A total of 51 education professionals participated in the research – 21 from Guinea-Bissau and 30 from Amazonas – by responding to a questionnaire administered via Google Forms. The autoethnographic dimension deepened the understanding of the investigated phenomenon by integrating professional experience with academic analysis, strengthening the dialogue between theory and practice. The findings reveal significant contrasts between the analyzed contexts. In Mansabá, marked structural limitations were observed, including precarious classroom conditions, insufficient furniture, and a shortage of basic teaching materials, factors that directly affect students’ motivation, retention, and academic performance. In Humaitá and Lábrea, although schools present relatively more organized physical conditions, challenges remain regarding space maintenance, unequal access to certain pedagogical resources, and, above all, home study conditions, which proved to be decisive for student achievement. From a pedagogical perspective, the weaknesses transcend national boundaries. Issues such as teacher training, limited diversity in assessment practices, school management, and learning monitoring emerge as shared challenges in both countries. In both settings, structural and organizational constraints tend to reinforce content-centered teaching practices with limited integration between theory and practice, which is reflected in study habits, teacher–student relationships, and academic outcomes. The comparative analysis demonstrates that educational inequalities are not solely the result of material resource availability but are also shaped by historical, social, and economic factors specific to each context. Despite geographical and administrative differences between Guinea-Bissau and Brazil, the school plays a central role in community life, reaffirming its social and formative significance. It is concluded that improving academic performance requires integrated actions that connect adequate infrastructure, strengthened pedagogical practices, and public policies sensitive to local specificities. By highlighting both common challenges and contextual particularities, this study contributes to the field of Comparative Education and underscores the need for strategies that promote more inclusive, consistent, and socially committed educational environments capable of ensuring the effective realization of the right to education.