A condicionalidade escolar do Programa Bolsa Família na Região Metropolitana de Natal
In 2003, the Bolsa Família Program - PBF came into effect in Brazil as of the end of this program, families in poverty and extreme poverty were able to count on financial resources monthly. To receive the money, the family has to comply with conditions in the areas of social assistance, health an...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | doctoralThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/31529 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | In 2003, the Bolsa Família Program - PBF came into effect in Brazil as of the
end of this program, families in poverty and extreme poverty were able to count
on financial resources monthly. To receive the money, the family has to comply
with conditions in the areas of social assistance, health and education. School
conditionality consists of the requirement to enroll children in school and ensure
that they are always present, that is, they cannot be absent. This school
conditionality collaborates with other initiatives that aim to combat school
exclusion of the population in a situation of poverty. The school as a social
institution can be analyzed sociologically on the one hand as a reproducer of
social inequalities and on the other as a creative and innovative being able to
collaborate for social equalization. Formal education is a process that develops
systematically from the initial stage of early childhood education, primary,
secondary and higher education, over several years. Particularly the school
trajectory of the students served by the PBF was analyzed in this thesis
research based on the following question: How the school's conditionality as a
rule of permanence in the program can contribute to the education of the
children of the most impoverished population in the municipalities of the
Metropolitan Region of Natal ? Having the following hypothesis: The
conditionality of education in the Bolsa Família Program can contribute to the
development of a school ethos among students from the Metropolitan Region of
Natal who are beneficiaries of the program throughout their trajectory in basic
education. Methodologically, schools with more than 50% of students served by
the PBF were analyzed for compliance with the program's school conditionality
between the years 2008 and 2016, that is, throughout a 9-year period of
elementary school. The results showed that during this period, in the schools
analyzed, more than 90% of the students fulfilled the requirement not to miss
classes, in addition, they registered an average dropout and failure rate, during
that same period below 5%. The research also demonstrated that the PBF's
school conditionality collaborated in the development of the school ethos, that is,
by promoting good will towards the school, collaborating as a positive factor in
the school inclusion process of the population in a situation of urban poverty.
However, the school is not an isolated institution, on the contrary, it is related to
social hierarchies and in the case of this thesis research, the urban segregation
that comes from these hierarchies, interferes in the process of distributing the
available school opportunity structures. The quality of the schools that serve
PBF students, differs according to the regions of the metropolis, having on the
one hand institutions with school supplementation programs that guarantee the
permanence of students full time with school reinforcement, music classes, arts
and education physics, school transport, library structures, computer room,
reading room, etc., while in other schools there are only classrooms and nothing
else. In this sense, schools do not have the same conditions to serve a public in
a situation of extreme urban poverty. |
|---|