Inclusão social e escolar a partir da condicionalidade de educação do Programa Bolsa Família

Abstract

This study was developed within the scope of the Master's course of the Graduate Program in Education at the Federal University of Triângulo Mineiro, in the research line of Fundamentals and Educational Practices, and has the objective of analyzing the relationship between social inclusion and educational inclusion resulting from the conditionality of education considering the Bolsa Família Program (PBF) for Elementary School students in a peripheral neighborhood of the city of Uberaba-MG. Thus, by relating social inclusion and educational inclusion, this dissertation seeks to understand the inequalities reproduced in the school environment and the possibilities of social inclusion and/or reduction of inequalities for these students. Through exploratory qualitative research, which includes a literature review and analysis of questionnaires and interviews, investigate how access to education resulting from the educational conditionality of the PBF helps in the inclusion of families and in breaking the intergenerational cycle of poverty. Access to formal education is a tool that enables the inclusion of children and adolescents as it develops in one of the first spaces for social interaction, the school. The dissertation is theoretically based on studies by the sociologist Pierre Bourdieu on educational inequalities, exploring the concept of cultural capital, which are systems of values transferred from the family to the children and influences the school experience, success rates, attitudes towards school and expectations educational. It is concluded that education, alone, is not an instrument capable of overcoming all the limits imposed on the different social classes of the country, but it is configured as a fundamental strategy for social transformation. The PBF has a positive impact on the formal schooling of the less favored classes, promoting the school monitoring of the children and the permanence in their studies, which can provide opportunities for academic performance and an increase in the family's level of schooling. It is necessary to recognize the inequalities and initial differences before the school to enable the equalization of opportunities.