O que pensam famílias e equipe técnica de duas Escolas Municipais de Governador Mangabeira sobre os efeitos da condicionalidade frequência do Programa Bolsa Família

Abstract

The Bolsa Família Federal Program is an income redistribution program conditioned. Its conditionalities cover the areas of education, health and assistance Social. In education, to obtain the benefit it is necessary to enroll and attend children and adolescents from beneficiary families, thus proposing to guarantee access and permanence in school, especially in public schools. In this sense, the requirement changes the school routine, especially in the relationships between family and school, strengthening the ties between them. In this way, the present work aims to investigate the opinion of families, teachers and the program's municipal technical team on conditionality minimum attendance, in a school in the urban area and another in the rural area, in the municipality of Governor Mangabeira, Bahia.The analysis starts from three dimensions: the first dimension says regarding the perception of the teaching staff and the beneficiary student's family regarding the teaching-learning; the second dimension deals with the approach of the family to the school, the bond established between the parties involved in the school process; and the last dimension refers to the permanence or not of the students included in the Program in school activities, focusing on the difference between a school located in the urban area and another in the rural area. O method adopted in the research comprised, initially, a literature review, which resulted in an analysis frame composed of the three mentioned dimensions. The research had a qualitative approach and used, for data collection, semi-structured interviews, with scripts with approximately three questions for each researched group. The results obtained were: a) for mothers in both the headquarters and the rural area, conditionality has a fundamental importance in permanence and access, but they fail to perceive performance in the teaching-learning process; b) for teachers in the aforementioned regions, conditionality guarantees access and permanence, but does not interfere in the teaching-learning process and in bringing parents closer to the school. Teachers in rural areas point out that the conditionality guarantees the student enrolled in the school, since in the counter shift, the student works in the family farm; c) to the municipal technical team signaled that there is no effective dialogue between the educational sector and the BF in the municipality. In short, the search demonstrates that changes have occurred in the school routine gradually, but it is necessary to think about actions that articulate social policies in the municipality, involving largest among educational policy as a social assistance program.