Juventude(s), escola pública e programas sociais de transferência de renda

• Ano de defesa: 2008
• Autor(a) principal: Shirley Jacimar Pires
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Escola Pública; Juventude; Políticas Públicas; Escola publica; Políticas públicas; Sociologia educacional; Educação; Educação e Estado; Educação de adultos e Estado
• Link de acesso: http://hdl.handle.net/1843/HJPB-7LTENT

The aim of the research work was to investigate the impact of a federal programme for transferring revenue to poor scholars for their education. We analysed the relation between social programmes for transferring revenue and the school, to find how far the inclusion of poor youths in these measures interfered, or not, with their schooling. We examined the concept of youth and the public policies for the segment characterized in the Programme, and the relation between youths and school. We studied a case chosen from one of the 60 Centres for the Young Agent Programme that exist in our city, considering three basic conditions: - that it should have a positive evaluation regarding the impacts expected in the programme; - that it should have been in process for at least 2 years; - that it should have a greater number of students attending the programme for longer that the last six months. These criteria were to assure that the study would allow an investigation of a case related to experience close to the model conceived by the Young Agent in the district of Belo Horizonte. It was a qualitative study, combining different data sources: - analysis of documents; - a closed questionnaire; - interviews, and - participating observation. Among the conclusions of this study, we can point out evidence of the impacts of the Young Agent in schooling of poor youths being related to the acquisition of individual abilities favourable to the attitude of the youth in school. However, the development of education for each one did not depend exclusively on those abilities, but were defined according to the strategies and experiments carried out during their social and school life.