Infrastructure conditions of state public schools in Conceição do Araguaia, Pará, Brazil: students’ perceptions and implications for the educational process

Abstract

This article aims to analyze the infrastructure conditions of state public schools located in the municipality of Conceição do Araguaia, Pará, Brazil, considering students’ perceptions and their possible implications for the educational environment. To this end, field research was conducted using a quantitative, exploratory, and descriptive approach, involving students from three state schools in the municipality. Data collection was carried out through printed questionnaires, answered voluntarily by students, as well as direct observations conducted in the school units. The data were organized in an electronic spreadsheet and analyzed using descriptive statistics, especially frequencies, percentages, and identification of the mode of responses. The results showed that a significant number of students evaluated the school infrastructure as “Fair” or “Poor”, indicating limitations related to the conservation, maintenance, and adequacy of physical spaces, such as classrooms, restrooms, electrical systems, hydraulic systems, and common areas. It is concluded that the structural conditions of the schools investigated may interfere with students’ comfort, permanence, motivation, and the development of pedagogical activities, requiring greater attention from public authorities regarding preventive and corrective maintenance of school spaces. Therefore, improving infrastructure should be understood as a necessary dimension for strengthening public schools and ensuring a more suitable environment for students’ development.