O programa de transferência de renda Bolsa Família/Benefício Variável Jovem no município de Cascavel: condicionalidade e descumprimento

Abstract

This paper presents an analysis of the Family Grant Program - FGP / Variable Benefit Young - VBY linked to education policy in order to identify and analyze if the FGP / VBY contributes or not to stay of teenagers in high school, from the reality of two state schools of Cascavel, which have teenagers who are beneficiaries of FGP / VBY in high school stage of education. The issues related to this study are a result of the need to learn how to configure the policy of income transfer PBF / VBY linked to education policy as a response of the prevent of poverty from the reorganization of the capital, mainly in the 1970s when breaks the oil crisis with adverse consequences for peripheral countries. The PBF won national scale since 2003 with the unification of isolated programs and serves approximately 13.3 million households nationwide. This is a program that contemplates families that proving per capita income of up to R$ 140.00 reais independent of family arrangements that compose them, in order to combat the reproductive cycle of poverty and extreme poverty. Thus, the 1990s is marked by the deepening economic crisis with significant consequences in the field of social policies, such as increasing poverty and high income concentration, this situation forced the Brazilian state to initiate a set of measures linked to neoliberal logic settled on productive restructuring, flexible accumulation and globalization of the economy with reformulations in the field of social policies characterized of focused and emergency, such as FGP. These determinations also had an influence in Brazilian education, especially in high school, in which enshrines the old form of duality that historically took place at this stage of education. The primary and secondary data in this search served as a basis for composing the summary of this study, which allowed that the analysis of the FGP / VBY is a policy that helps to prevent the high school dropout from the reality of two schools that were constituted as empirical field research.