Integration between public policies and education environmental: strategies for school retention in rural Brazil

Abstract

school dropout in rural communities is a complex challenge, influenced by structural and symbolic factors. This article investigates how the integration between public policies and Environmental Education (EE) programs can strengthen school retention. To this end, a literature scoping review was conducted, following the PRISMA-ScR protocol, focusing on the 2020-2024 period. The selection resulted in the analysis of 23 scientific articles and institutional reports, aiming to map the determinants of dropout and retention interventions. The results show that dropout is driven by a dual front: structural barriers (transportation, income) and, crucially, symbolic factors, such as the perception of cultural "non-belonging" and a decontextualized curriculum. It was found that successful EE strategies are those of an ethnographic nature, which combat both fronts by applying pedagogy to the practical reality of the territory, increasing the school's relevance. It is concluded that integration is an effective approach, but the literature still lacks robust impact evaluations that measure its large-scale results. The study identifies this gap and proposes a future research agenda that combines quantitative methodologies (such as quasi-experimental impact studies) with ethnographic analyses, aiming to overcome implementation barriers.