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Previous issue date: 2015-02-20 === The present study aims to understand the teachers' points of view on the importance of the Brazilian government s social welfare program - Programa Bolsa Fam?lia (PBF), as a way to fight against poverty through school attendance. A brief history of the constitution of the social welfare policies in Brazil in order to contextualize the income transfer policy treated in this work. The PBF, established in 2003, is a conditional income transfer program of the Brazilian federal government which is destined for poor families. To receive the benefit there conditionalities that must be met in health and education. There are conditionalities that must be met in health and education areas to be eligible to receive this benefit. In education there is the requirement of minimum school attendance of 85% for children between 6 and 15 years of age, and 75% for adolescents between 16 and 17 years of age. In program design, the demands of school attendance of children and young people in school would be an important factor to break the so-called intergenerational transmission of poverty. Considering the important role of the teacher in the school environment, the research sought to examine their views about the process of coping with poverty by participating students. We interviewed 13 teachers of a public school located in the Northwestern region of the city of Campinas SP. The data analysis showed that there is a great lack of teachers in relation to the PBF, that there is in the school unit space or time devoted to the discussion of the program and its effects and that the information that reaches you are not very concise and made by non-institutionalized channels. The reports of the interviews pointed out that most students have no interest in studying and that the problems which the school, has are the result of the educational policy of continued progression in the state of SP allied to none parental monitoring. Finally, the teachers of the sample surveyed indicated that the requirement of minimum school frequency PBF per se, not necessarily leads to good performance in school learning, jeopardizing the possibility of breaking the cycle of poverty in future generations. === O presente estudo visa compreender os pontos de vista dos professores sobre a import?ncia do Programa Bolsa Fam?lia (PBF) como forma de enfrentamento da pobreza por meio da frequ?ncia escolar. Para isso, foi apresentado inicialmente um breve hist?rico da constitui??o das pol?ticas de bem-estar social no Brasil com o intuito de contextualizar a pol?tica de transfer?ncia de renda tratada neste trabalho. O PBF, criado em 2003, ? um programa de transfer?ncia de renda condicionada do governo federal destinado ?s fam?lias pobres. Para recebimento do benef?cio existem condicionalidades que precisam ser cumpridas na sa?de e na educa??o. Na ?rea educacional h? a exig?ncia da frequ?ncia m?nima escolar de 85% para as crian?as entre 6 e 15 anos, e 75% para adolescentes entre 16 e 17 anos. No desenho do programa, a exig?ncia da frequ?ncia escolar de crian?as e jovens na escola seria um fator importante para romper com a chamada transmiss?o intergeracional da pobreza. Considerando o importante papel do professor no ambiente escolar, a pesquisa buscou analisar seus pontos de vista acerca do processo de enfrentamento da pobreza pelos alunos participantes. Foram entrevistados 13 professores de uma escola estadual localizada na regi?o Noroeste do munic?pio de Campinas SP. A an?lise das entrevistas evidenciou que h? um grande desconhecimento dos professores em rela??o ao Programa Bolsa Fam?lia, que n?o h? na unidade escolar espa?o ou tempo dedicado ? discuss?o sobre o Programa e seus efeitos e que as informa??es que lhe chegam s?o pouco concisas e feitas por canais n?o institucionalizados. Os relatos das entrevistas apontaram que a maioria dos alunos n?o tem interesse pelo estudo e que os problemas enfrentados pela escola resultam da pol?tica educacional de progress?o continuada no estado de SP e o pelo n?o acompanhamento da fam?lia. Os docentes da amostra pesquisada indicaram que a exig?ncia da frequ?ncia m?nima escolar do PBF n?o conduz, necessariamente, ao bom rendimento na aprendizagem, colocando em xeque a possibilidade da quebra do ciclo de pobreza nas gera??es futuras.
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