THE CONTINUOUS CASH BENEFIT PROGRAM AND THE DEMANDS OF PRODUCTIVE INCLUSION: SOME NOTES
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Teoria e Prática da Educação (Online) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/29063 |
Resumo: | This study systematizes reflections on the effects of the BPC (Portuguese acronym for Continuous Cash Benefit program) and the Continuous Cash Benefit in School program in guaranteeing, to students receiving special education, access to an education of social quality, and their permanence on it. Using document analysis, census data is accessed to identify students with disabilities who live in extreme poverty in the state of Espírito Santo and in the city of Vitória and that are beneficiaries of BPC. The websites of the Brazilian Institute of Geography and Statistics, the Inter-Union Department of Statistics and Socioeconomic Studies, the Ministry of Social Development and Fight against Hunger and the Ministry of Education and Culture were also accessed. In the analysis, it is observed that, historically, the school has occupied an important social role as an agency of implementation of social programs that ‘discover’ the poor and disabled, conforming them to a citizenship produced by a specific bourgeois ethos. The BPC is understood as a right to social protection, that should be based on human dignity. As the BPC, the Continuous Cash Benefit in School program must be committed to the guarantee of rights to basic education, and not at the service of the productive inclusion of students with disabilities, in which access to work/jobs overcomes the access to knowledge historically accumulated by mankind. |
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THE CONTINUOUS CASH BENEFIT PROGRAM AND THE DEMANDS OF PRODUCTIVE INCLUSION: SOME NOTESO PROGRAMA ‘BENEFÍCIO DE PRESTAÇÃO CONTINUADA NA ESCOLA’ E OS IMPERATIVOS DA INCLUSÃO PRODUTIVA: APONTAMENTOSDisabilityPovertyContinuous Cash Benefit in SchoolSpecial EducationDeficiênciaPobrezaPrograma ‘Benefício de Prestação Continuada na Escola’Educação EspecialProgramas sociaisBPCBPC na escolaThis study systematizes reflections on the effects of the BPC (Portuguese acronym for Continuous Cash Benefit program) and the Continuous Cash Benefit in School program in guaranteeing, to students receiving special education, access to an education of social quality, and their permanence on it. Using document analysis, census data is accessed to identify students with disabilities who live in extreme poverty in the state of Espírito Santo and in the city of Vitória and that are beneficiaries of BPC. The websites of the Brazilian Institute of Geography and Statistics, the Inter-Union Department of Statistics and Socioeconomic Studies, the Ministry of Social Development and Fight against Hunger and the Ministry of Education and Culture were also accessed. In the analysis, it is observed that, historically, the school has occupied an important social role as an agency of implementation of social programs that ‘discover’ the poor and disabled, conforming them to a citizenship produced by a specific bourgeois ethos. The BPC is understood as a right to social protection, that should be based on human dignity. As the BPC, the Continuous Cash Benefit in School program must be committed to the guarantee of rights to basic education, and not at the service of the productive inclusion of students with disabilities, in which access to work/jobs overcomes the access to knowledge historically accumulated by mankind.Este estudo sistematiza reflexões sobre as implicações do ‘Benefício de Prestação Continuada’ e do programa ‘Benefício de Prestação Continuada na Escola’ na garantia de acesso de estudantes público-alvo da educação especial a uma educação de qualidade social e de sua permanência nela. Utilizando-se a análise documental, acessam-se os dados censitários que identificam os estudantes com deficiência que vivem em situação de extrema pobreza no estado do Espírito Santo e no município de Vitória e que são beneficiários do ‘Benefício de Prestação Continuada’. Também se acessam os sites do Instituto Brasileiro de Geografia e Estatística, do Departamento Intersindical de Estatística e Estudos Socioeconômicos, do Ministério de Desenvolvimento Social e Combate à Fome e do Ministério da Educação e Cultura. Nas análises, observa-se que, historicamente, a escola tem ocupado um papel social relevante como agência de implementação de programas sociais que ‘descobrem’ o pobre e o deficiente, conformando-os à cidadania produzida por um ethos burguês específico. Compreende-se o ‘Benefício de Prestação Continuada’ como um direito de proteção social que deve se sustentar em torno da dignidade humana. Assim como o ‘Benefício de Prestação Continuada’, o programa ‘Benefício de Prestação Continuada na Escola’ deve estar comprometido com a garantia dos direitos referentes à educação básica e não a serviço da inclusão produtiva de estudantes com deficiência, na qual o acesso das pessoas ao trabalho/emprego se sobrepõe ao seu acesso aos conhecimentos historicamente acumulados pela humanidade.Universidade Estadual de Maringá2016-09-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionrelato de pesquisaapplication/pdfapplication/pdfapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/2906310.4025/tpe.v19i1.29063Teoria e Prática da Educação; v. 19 n. 1 (2016); 147-1602237-87071415-837Xreponame:Teoria e Prática da Educação (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/29063/pdfhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/29063/751375144099https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/29063/751375144100https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/29063/751375144101Sobrinho, Reginaldo CelioCunha, Monica Isabel CarletiPantaleão, Edsoninfo:eu-repo/semantics/openAccess2018-11-30T11:16:07Zoai:periodicos.uem.br/ojs:article/29063Revistahttps://periodicos.uem.br/ojs/index.php/TeorPratEducPUBhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/oaiteoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com2237-87071415-837xopendoar:2023-01-12T10:59:31.579485Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)true |
dc.title.none.fl_str_mv |
THE CONTINUOUS CASH BENEFIT PROGRAM AND THE DEMANDS OF PRODUCTIVE INCLUSION: SOME NOTES O PROGRAMA ‘BENEFÍCIO DE PRESTAÇÃO CONTINUADA NA ESCOLA’ E OS IMPERATIVOS DA INCLUSÃO PRODUTIVA: APONTAMENTOS |
title |
THE CONTINUOUS CASH BENEFIT PROGRAM AND THE DEMANDS OF PRODUCTIVE INCLUSION: SOME NOTES |
spellingShingle |
THE CONTINUOUS CASH BENEFIT PROGRAM AND THE DEMANDS OF PRODUCTIVE INCLUSION: SOME NOTES Sobrinho, Reginaldo Celio Disability Poverty Continuous Cash Benefit in School Special Education Deficiência Pobreza Programa ‘Benefício de Prestação Continuada na Escola’ Educação Especial Programas sociais BPC BPC na escola |
title_short |
THE CONTINUOUS CASH BENEFIT PROGRAM AND THE DEMANDS OF PRODUCTIVE INCLUSION: SOME NOTES |
title_full |
THE CONTINUOUS CASH BENEFIT PROGRAM AND THE DEMANDS OF PRODUCTIVE INCLUSION: SOME NOTES |
title_fullStr |
THE CONTINUOUS CASH BENEFIT PROGRAM AND THE DEMANDS OF PRODUCTIVE INCLUSION: SOME NOTES |
title_full_unstemmed |
THE CONTINUOUS CASH BENEFIT PROGRAM AND THE DEMANDS OF PRODUCTIVE INCLUSION: SOME NOTES |
title_sort |
THE CONTINUOUS CASH BENEFIT PROGRAM AND THE DEMANDS OF PRODUCTIVE INCLUSION: SOME NOTES |
author |
Sobrinho, Reginaldo Celio |
author_facet |
Sobrinho, Reginaldo Celio Cunha, Monica Isabel Carleti Pantaleão, Edson |
author_role |
author |
author2 |
Cunha, Monica Isabel Carleti Pantaleão, Edson |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Sobrinho, Reginaldo Celio Cunha, Monica Isabel Carleti Pantaleão, Edson |
dc.subject.por.fl_str_mv |
Disability Poverty Continuous Cash Benefit in School Special Education Deficiência Pobreza Programa ‘Benefício de Prestação Continuada na Escola’ Educação Especial Programas sociais BPC BPC na escola |
topic |
Disability Poverty Continuous Cash Benefit in School Special Education Deficiência Pobreza Programa ‘Benefício de Prestação Continuada na Escola’ Educação Especial Programas sociais BPC BPC na escola |
description |
This study systematizes reflections on the effects of the BPC (Portuguese acronym for Continuous Cash Benefit program) and the Continuous Cash Benefit in School program in guaranteeing, to students receiving special education, access to an education of social quality, and their permanence on it. Using document analysis, census data is accessed to identify students with disabilities who live in extreme poverty in the state of Espírito Santo and in the city of Vitória and that are beneficiaries of BPC. The websites of the Brazilian Institute of Geography and Statistics, the Inter-Union Department of Statistics and Socioeconomic Studies, the Ministry of Social Development and Fight against Hunger and the Ministry of Education and Culture were also accessed. In the analysis, it is observed that, historically, the school has occupied an important social role as an agency of implementation of social programs that ‘discover’ the poor and disabled, conforming them to a citizenship produced by a specific bourgeois ethos. The BPC is understood as a right to social protection, that should be based on human dignity. As the BPC, the Continuous Cash Benefit in School program must be committed to the guarantee of rights to basic education, and not at the service of the productive inclusion of students with disabilities, in which access to work/jobs overcomes the access to knowledge historically accumulated by mankind. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-09-15 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion relato de pesquisa |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/29063 10.4025/tpe.v19i1.29063 |
url |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/29063 |
identifier_str_mv |
10.4025/tpe.v19i1.29063 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/29063/pdf https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/29063/751375144099 https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/29063/751375144100 https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/29063/751375144101 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
dc.source.none.fl_str_mv |
Teoria e Prática da Educação; v. 19 n. 1 (2016); 147-160 2237-8707 1415-837X reponame:Teoria e Prática da Educação (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Teoria e Prática da Educação (Online) |
collection |
Teoria e Prática da Educação (Online) |
repository.name.fl_str_mv |
Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
teoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com |
_version_ |
1792207157250228224 |