ACCESSIBILITY AS A DETERMINING FACTOR IN EDUCACIONAL PERFORMANCE

Abstract

Inclusive education, as defined by Sustainable Development Goal 4 (SDG 4), depends on the adequacy of school infrastructure. In this context, the present study aimed to investigate the impact of accessibility to Brazilian public schools on students' academic performance. To this end, a quantitative analysis was conducted using Exploratory Factor Analysis (EFA) through the Principal Component Factor (PCF) technique, as well as correlation analyses (Pearson coefficient) and multiple linear regression, employing the Ordinary Least Squares method. The results demonstrated that accessibility influences educational trajectories in distinct ways: student promotion is driven by access to pedagogical support spaces, physical infrastructure contributes to the reduction of age-grade distortion, school dropout is minimally affected by architectural characteristics, and students' Saeb scores respond significantly to the presence of sensory signaling. It was concluded that the effectiveness of inclusion policies depends on the organic integration between the architectural environment and educational resources.