Bolsa-escola e inclusão educacional em Jaboticabal (SP)
Autor(a) principal: | |
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Data de Publicação: | 2006 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/2397 |
Resumo: | This work studies the School Stipend Program in order to verify whether or not it has achieved the goals of guaranteeing that children attend school and acquire literacy. In addition, it examines whether or not school helps the social integration of children from lowincome families. In this regard, this research project about the School Stipend Program also analyzes the extent to which this government program on a federal level can be considered a strategy for the social inclusion of poor children and adolescents. The categories of the State, Social Policies, State shape the understanding of the questions of social inclusion and exclusion in a capitalist society. The empirical study carried out between 2005 and 2006 focused on the School Stipend Program in the city of Jaboticabal, State of São Paulo. This study followed the administration of the program from its inception, collecting data that allowed the researcher to get to know the schools involved in the program and to choose the one that had the largest number of participants in the program. After contacting the selected school, the administrators and nine teachers maintained a close relationship with the students who benefited from the Program. After identifying this children, six families were selected to be visited and interviewed. Among the most important results of this study was the finding that the Program is important for the everyday life of these families, reflected in the relationship of the family and the children and adolescents with the school and in the reaffirmation of the fact that the the school remains a reference for the education of individuals. At the same time, the School Stipend Program doesn´t provide significant changes in the expansion of the social network of family support. This income supplement, regardless of the fact that it has been considered modest, has not solved the challenges that limit the possibilities in the social realm since they are the result of structural problems unemployment and low income among poor families. Finally, the school is a reference for students, an essential social instrument for the strengthening of the social support network of the most Brazilian children and adolescents who live on the fringes of vulnerability in a constantly precarious state that can produce social integration. |
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Costa, Maria Christina DóriaLopes, Roseli Esquerdohttp://lattes.cnpq.br/1507752191797249http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=S724246c8d646b7-7675-4a0f-98eb-2a3351af6d572016-06-02T19:38:45Z2007-08-202016-06-02T19:38:45Z2006-09-01COSTA, Maria Christina Dória. Bolsa-escola e inclusão educacional em Jaboticabal (SP).. 2006. 118 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2006.https://repositorio.ufscar.br/handle/ufscar/2397This work studies the School Stipend Program in order to verify whether or not it has achieved the goals of guaranteeing that children attend school and acquire literacy. In addition, it examines whether or not school helps the social integration of children from lowincome families. In this regard, this research project about the School Stipend Program also analyzes the extent to which this government program on a federal level can be considered a strategy for the social inclusion of poor children and adolescents. The categories of the State, Social Policies, State shape the understanding of the questions of social inclusion and exclusion in a capitalist society. The empirical study carried out between 2005 and 2006 focused on the School Stipend Program in the city of Jaboticabal, State of São Paulo. This study followed the administration of the program from its inception, collecting data that allowed the researcher to get to know the schools involved in the program and to choose the one that had the largest number of participants in the program. After contacting the selected school, the administrators and nine teachers maintained a close relationship with the students who benefited from the Program. After identifying this children, six families were selected to be visited and interviewed. Among the most important results of this study was the finding that the Program is important for the everyday life of these families, reflected in the relationship of the family and the children and adolescents with the school and in the reaffirmation of the fact that the the school remains a reference for the education of individuals. At the same time, the School Stipend Program doesn´t provide significant changes in the expansion of the social network of family support. This income supplement, regardless of the fact that it has been considered modest, has not solved the challenges that limit the possibilities in the social realm since they are the result of structural problems unemployment and low income among poor families. Finally, the school is a reference for students, an essential social instrument for the strengthening of the social support network of the most Brazilian children and adolescents who live on the fringes of vulnerability in a constantly precarious state that can produce social integration.Este trabalho estuda o Programa Bolsa-Escola, a fim de verificar se o seu objetivo de garantir que a criança esteja incluída na escola e sendo alfabetizada, está sendo alcançado. Além disso, pretendeu-se investigar se a escola representa para as crianças provenientes de famílias de baixa renda, um fator de inclusão social. Nessa perspectiva, a investigação sobre o Programa Bolsa-Escola, pretendeu, também, analisar até que ponto essa proposta de governo, em âmbito federal, pode (ou não) ser considerada uma estratégia de inclusão social para crianças e adolescentes pobres. As categorias: Estado, Políticas Sociais, Cidadania e Inclusão Social balizaram o entendimento das questões da exclusão e inclusão social na sociedade capitalista. A pesquisa empírica, desenvolvida entre 2005 e 2006, se debruçou sobre o Programa Bolsa- Escola na cidade de Jaboticabal, no estado de São Paulo. Para tanto, foram contatados os gestores responsáveis pelo Programa, desde sua implantação, bem como foram coletados os dados que permitiram conhecer as escolas envolvidas e, dentre elas, escolher aquela que tinha o maior número de usuários do Programa. Uma vez contatada a escola eleita para o desenvolvimento do trabalho, foram entrevistados os seus gestores e nove de seus professores que mantêm um relacionamento mais freqüente com os alunos beneficiários do Programa. A partir de um cadastro desses alunos, organizado por este estudo, foram selecionadas seis famílias para serem visitadas e entrevistadas. Dentre os resultados mais importantes encontrados, destaca-se a avaliação de que o Programa é importante para o cotidiano das famílias e que isto se reflete na relação das famílias e das crianças e adolescentes com a escola, reafirmando o lugar de referência ocupado pela escola para o aprendizado e para a formação dos indivíduos. Por outro lado, o Programa Bolsa-Escola não proporcionou mudanças significativas como a ampliação da rede social de suporte das famílias. O repasse de renda, independentemente de o seu valor ter sido apontado como baixo, não tem resolvido os entraves que limitam as ações e as irregularidades, no âmbito social, por serem eles conseqüências de um problema estrutural: a falta de emprego e renda entre as famílias pobres. Finalmente, a escola é uma referência para os alunos, um equipamento social fundamental para o fortalecimento da rede social de suporte da imensa maioria de crianças e adolescentes brasileiros que vivem nas franjas da vulnerabilidade em constante precariedade, podendo produzir inclusão social.application/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarBRPolíticas públicasInclusão escolarInclusão socialRelação escola-famíliaCIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICASBolsa-escola e inclusão educacional em Jaboticabal (SP)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-1835611a1-40a3-4c3c-b8f1-615a44fd4326info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissMCDC.pdfapplication/pdf1185334https://repositorio.ufscar.br/bitstream/ufscar/2397/1/DissMCDC.pdfae667850c86a3aa499fe51052186ba1eMD51THUMBNAILDissMCDC.pdf.jpgDissMCDC.pdf.jpgIM Thumbnailimage/jpeg5574https://repositorio.ufscar.br/bitstream/ufscar/2397/2/DissMCDC.pdf.jpgfe9ed95094f849651c6f1f9983ece0cbMD52ufscar/23972023-09-18 18:31:39.718oai:repositorio.ufscar.br:ufscar/2397Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:39Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Bolsa-escola e inclusão educacional em Jaboticabal (SP) |
title |
Bolsa-escola e inclusão educacional em Jaboticabal (SP) |
spellingShingle |
Bolsa-escola e inclusão educacional em Jaboticabal (SP) Costa, Maria Christina Dória Políticas públicas Inclusão escolar Inclusão social Relação escola-família CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICAS |
title_short |
Bolsa-escola e inclusão educacional em Jaboticabal (SP) |
title_full |
Bolsa-escola e inclusão educacional em Jaboticabal (SP) |
title_fullStr |
Bolsa-escola e inclusão educacional em Jaboticabal (SP) |
title_full_unstemmed |
Bolsa-escola e inclusão educacional em Jaboticabal (SP) |
title_sort |
Bolsa-escola e inclusão educacional em Jaboticabal (SP) |
author |
Costa, Maria Christina Dória |
author_facet |
Costa, Maria Christina Dória |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=S724246 |
dc.contributor.author.fl_str_mv |
Costa, Maria Christina Dória |
dc.contributor.advisor1.fl_str_mv |
Lopes, Roseli Esquerdo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1507752191797249 |
dc.contributor.authorID.fl_str_mv |
c8d646b7-7675-4a0f-98eb-2a3351af6d57 |
contributor_str_mv |
Lopes, Roseli Esquerdo |
dc.subject.por.fl_str_mv |
Políticas públicas Inclusão escolar Inclusão social Relação escola-família |
topic |
Políticas públicas Inclusão escolar Inclusão social Relação escola-família CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICAS |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICAS |
description |
This work studies the School Stipend Program in order to verify whether or not it has achieved the goals of guaranteeing that children attend school and acquire literacy. In addition, it examines whether or not school helps the social integration of children from lowincome families. In this regard, this research project about the School Stipend Program also analyzes the extent to which this government program on a federal level can be considered a strategy for the social inclusion of poor children and adolescents. The categories of the State, Social Policies, State shape the understanding of the questions of social inclusion and exclusion in a capitalist society. The empirical study carried out between 2005 and 2006 focused on the School Stipend Program in the city of Jaboticabal, State of São Paulo. This study followed the administration of the program from its inception, collecting data that allowed the researcher to get to know the schools involved in the program and to choose the one that had the largest number of participants in the program. After contacting the selected school, the administrators and nine teachers maintained a close relationship with the students who benefited from the Program. After identifying this children, six families were selected to be visited and interviewed. Among the most important results of this study was the finding that the Program is important for the everyday life of these families, reflected in the relationship of the family and the children and adolescents with the school and in the reaffirmation of the fact that the the school remains a reference for the education of individuals. At the same time, the School Stipend Program doesn´t provide significant changes in the expansion of the social network of family support. This income supplement, regardless of the fact that it has been considered modest, has not solved the challenges that limit the possibilities in the social realm since they are the result of structural problems unemployment and low income among poor families. Finally, the school is a reference for students, an essential social instrument for the strengthening of the social support network of the most Brazilian children and adolescents who live on the fringes of vulnerability in a constantly precarious state that can produce social integration. |
publishDate |
2006 |
dc.date.issued.fl_str_mv |
2006-09-01 |
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2007-08-20 2016-06-02T19:38:45Z |
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2016-06-02T19:38:45Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
COSTA, Maria Christina Dória. Bolsa-escola e inclusão educacional em Jaboticabal (SP).. 2006. 118 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2006. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/2397 |
identifier_str_mv |
COSTA, Maria Christina Dória. Bolsa-escola e inclusão educacional em Jaboticabal (SP).. 2006. 118 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2006. |
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