Nova política velhos valores: a condicionalidade da educação no Programa Bolsa Família

Abstract

This dissertation, exploratory in nature, aims to examine the issue of cash transfers in Brazil and the theoretical and ideological beliefs supporting incorporation of cross education in Bolsa Família. Through a theoretical and research literature and documents, we discuss how to express the conditionality of education and identify the nexus of this requirement with the liberal ideology of equal opportunities. Thus, it was necessary first to understand the determinants of social policy and the Brazilian state from Latin American perspective, considering the specificity and character of the economic model dependent on this in peripheral economies. Then, we undertook an analysis of the foundations of liberal thinking, paying attention to the production of the modern public school and the principle of equal opportunities in order to discuss the incorporation of these provisions under the PBF. In the third section of the work we characterize the PBF under the policies to combat poverty, from the seizure of its historical legal and political boundaries in order to analyze the legal apparatus and the official documents, which are regulated and expressed as legitimized the conditionality of school education program in elementary school. The methodological approach was to reference the dialectical-materialist method. In terms of methodological resources they consisted of the combination of the research literature, a secondary source, and documentary research, the primary source. Secondary sources refer to the literature covering the topic and which were instrumental in building the theoretical framework and, in turn, allowed the analysis of primary sources from a critical perspective. The primary sources relate to legal and official documents governing the Family Grant Program, supplemented by statistical data released by government agencies, such as IPEA and IBGE. The adoption of the method chosen evident from the outset, the importance of precedence for this option theory and method, which allowed the reading and research illuminated the horizon of totality and settled in the concreteness of social phenomena than was possible to undertake some assertions, namely: educational policy in peripheral countries is emphasized as a unique instrument to overcome social inequality in the setting of political and economic reforms of the twentieth century, the PBF contributes to (re) building consensus on the centrality of education to make access to minimum income school attendance, returning and reinforcing the belief of the school as an area of equality and social mobility mechanism, the conditionality of education in PBF updates the promise of the ideology of equality of opportunity, the PBF encourages the illusion that the problem of poverty can be solved through social policy, especially if centered on education.