Full-Time Education Program (PEI) and SDG 4.a

Challenges and Potential in São Paulo's School Infrastructure

Abstract

Objective – To analyze whether schools in the Full-Time Education Program (PEI) in the state of São Paulo are aligned with goal 4 of the Sustainable Development Goals (SDGs), specifically target 4.a, which aims to ensure adequate, accessible, gender-sensitive school infrastructure that promotes safe and inclusive environments.

Methodology – A qualitative-quantitative approach is adopted, combining documentary analysis of the PEI guidelines and architectural parameters of the Foundation for the Development of Education (FDE) with statistical data from agencies such as SEDUC, INEP, and IBGE.

Originality/Relevance – The study is part of the debate on educational infrastructure and sustainable development, addressing the gap between PEI guidelines and practical challenges, especially in laboratories, accessible bathrooms, and inclusive routes, contributing to the discussion on public policies aligned with the 2030 Agenda.

Results – The results indicate that, although the PEI promotes advances in educational quality, deficiencies in physical infrastructure persist, compromising full compliance with SDG target 4.a.

Theoretical/Methodological Contributions –  The study reinforces the importance of integrating documentary analysis and quantitative data to evaluate educational policies, highlighting the need for greater consistency between planning and execution.

Social and Environmental Contributions – It highlights the urgency of investing in school infrastructure to ensure equitable, inclusive, and sustainable education, aligning local public policies with the UN's global goals.