O Programa Mais Educação e suas interfaces com outros programas sociais federais no combate à pobreza e à vulnerabilidade social : intenções e tensões
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Data
2015-04-10
Autores
Cararo, Marlene de Fátima
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Universidade Federal do Espírito Santo
Resumo
This work aims to analyze the intentions and tensions in the relationship between the Fulltime School Education (EETI) and the social policy implemented by federal government over
the last decade, in poverty combating and social vulnerability prevention, having as an
analytical axis the Mais Educação Program (PME) and its interfaces with other federal government social programs, specially Bolsa Família Program (PBF). Our hypothesis is that the school day extension has a fundamental role in the poverty combating requirements and in
the social vulnerability prevention in Brazil today, and these have been the main and most
frequent criteria for access by participating students from EETI Programs in the country. This
relationship fits in the widest context of modern developing societies, like Brazil, and it
requires an effort of understanding about the social policies and contemporary capitalism. We
have worked with wide original references (Bourdieu; Dubet; Przeworski; Castel), in dialog
and/or confrontation with Brazilian researchers (Arroyo; Cavaliere; Dalila Oliveira;
Romualdo Oliveira; Kerstenetzky; Leite; Martins; Mool, Sposati; Yannoulas). We have
adopted the qualitative methodology, with bibliographic research as a strategy, document
analysis, also called document research and with the semi-structured interview. We have
analyzed 24 current legislations related to PME, and other federal social programs in poverty
combating and social vulnerability, for instance PBF, PRONATEC, the 2014-2024 Brazilian
Education Plan, in order to understand interconnections and tensions that permeate the
creation of these legal documents. We also have conducted semi-structured interviews with
relevant agents who represent segments or institutions that influence on these policies. We
have concluded that the relationship between PME, PBF and other federal social programs in
poverty combating and social vulnerability is tense and impregnated by ambiguities and
paradoxes from a structurally unequal society, although it is institutionally organized in the
paradigms of a democratic regime and Rule of Law. Based on the premise that the social
policy is a historical construction and it is in a dispute in a democratic Rule of Law, we
understand that the pedagogical host and assistance dimensions from PME dimensions are
compatible and the fact that there are children who have access by this support doesn’t
invalidate the knowledge acquisition. However, the biggest challenge is the qualification of
PME professionals, the overcoming of volunteer work as a predominant form of teaching and
the management of everyday life and school spaces. We have concluded that, in the current
historical context, PME assumes an affirmative action character, and it should remain,
however, the expansion progressive perspective, in order to comply what is expected on the
Goal 6 of PNE: 50% of schools and 25% of students in full-time education until 2024.
Concerning the PME interfaces with Bolsa Família Program, we have concluded that, in the
current conjuncture, it is essential to act with the intention of redistribution intensification in
PBF, in order to make it achieve very poor areas with little contemplation in the Program
demography. We understand that the theme of relationship between education, poverty and
social vulnerability is a field which is still developing in Brazil, and it demands further studies
with urgency, by the severity and the range of processes by which this relationship
materializes.
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Palavras-chave
Full-Time education , Mais Educação program , Bolsa Família program , Education and poverty , Educação em tempo integral , Programa Mais Educação , Educação e pobreza