Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-05-25T13:34:12Z No. of bitstreams: 1 PAULO CESAR RICCI ROM?O.pdf: 1602137 bytes, checksum: d47857906fcaf4a6c30e111a5ae518a9 (MD5) / Made available in DSpace on 2018-05-25T13:34:13Z (GMT). No. of bitstreams: 1 PAULO CESAR RICCI ROM?O.pdf: 1602137 bytes, checksum: d47857906fcaf4a6c30e111a5ae518a9 (MD5) Previous issue date: 2018-02-21 / This research aims to analyze the experience of ex-beneficiaries of the Bolsa Fam?lia program in higher and lower prestige courses in Higher Education of a University of the interior of the State of S?o Paulo. The research sought to identify the perceptions of the interviewees about the Bolsa Fam?lia and Universidade para Todos Programs in their social and educational trajectories and to understand how these programs may or may not have collaborated to break the intergenerational circle of poverty and to improve their living conditions, based on their future expectations about the chosen course. As a method, we opted for the analysis of semi-structured interviews with eight former beneficiaries of the Bolsa Fam?lia program and beneficiaries of the University for All Program (Prouni). The micro-data of the socioeconomic information provided by the Social Assistance Center of the research institution was also analyzed, in order to trace the socioeconomic profile of the interviewees, especially in the light of sociologist Pierre Bourdieu and similar research based on his work. After understanding the phenomenon of educational stratification throughout the history of Higher Education in Brazil, and especially after its increasing expansion after the 1960s, we performed the analysis of the data obtained in the interviews and the socioeconomic profile. Eight interviews were carried out, with 5 interviews with students from the courses considered as having the least prestige and 3 interviews with students from the courses considered to be of the highest prestige. We present the results obtained based on four axes of analysis: the socioeconomic profile of the interviewees, their trajectory to Higher Education, their perceptions about the Bolsa Fam?lia Program and about Prouni and its future perspectives. Among the main results are the educational trajectories permeated by difficulties, usually of a social nature, the positive influences of institutions or affirmative policies as a stimulus to the continuity of studies, the issue of prejudice as a beneficiary of Prouni or because of different social classes of the majority. There is also a divergence in perceptions about these programs, showing Prouni as a public policy, in the view of the interviewees, with greater significance in their educational trajectories than the Bolsa Fam?lia Program. Also noteworthy are the difficulties of prounistas regarding the permanence in the courses of superior education. Finally, the future perspectives of the interviewees are presented, considering what they expect personally and professionally to obtain through the courses of more or less prestige that they chose. There is a difference in the process of selectivity of the courses, in which the less prestigious are those that are possible within the reality of the students, whereas the ones with the highest prestige are the ones desired. As for future expectations, undergraduate degrees seek work in non-formal education and more prestigious courses aim for more immediate financial return careers. / Esta pesquisa tem por objetivo analisar a viv?ncia de ex-benefici?rios do programa Bolsa Fam?lia em cursos de maior e menor prest?gio no Ensino Superior de uma Universidade do interior do Estado de S?o Paulo. A pesquisa buscou identificar as percep??es dos entrevistados sobre os Programas Bolsa Fam?lia e Universidade para Todos em suas trajet?rias sociais e educacionais e compreender como como tais programas podem (ou n?o) ter colaborado para o rompimento do c?rculo intergeracional da pobreza e para a melhoria de suas condi??es de vida, com base em suas expectativas futuras sobre o curso escolhido. Como m?todo, optamos pela an?lise de entrevistas semiestruturadas com oito alunos ex-benefici?rios do programa Bolsa Fam?lia e benefici?rios do Programa Universidade para Todos (Prouni). Foram analisados tamb?m os micro-dados das informa??es socioecon?micas disponibilizadas pelo N?cleo de Assist?ncia Social da institui??o pesquisada, de modo a tra?ar o perfil socioecon?mico dos entrevistados, especialmente ? luz do soci?logo da educa??o Pierre Bourdieu e de pesquisas similares fundamentadas em seu trabalho. Ap?s compreender o fen?meno da estratifica??o educacional ao longo da hist?ria do Ensino Superior do Brasil e, em especial, ap?s a sua crescente expans?o ap?s a d?cada de 1960, realizamos a an?lise dos dados obtidos nas entrevistas e do perfil socioecon?mico. Foram realizadas 8 entrevistas, sendo 5 entrevistas com alunos dos cursos tidos como de menor prest?gio e 3 entrevistas com alunos dos cursos tidos como de maior prest?gio. Apresentamos os resultados obtidos apoiando-nos em quatro eixos de an?lise: perfil socioecon?mico dos entrevistados, sua trajet?ria at? o Ensino Superior, suas percep??es sobre o Programa Bolsa Fam?lia e sobre o Prouni e suas perspectivas futuras. Dentre os principais resultados, enfatizam-se as trajet?rias educacionais permeadas por dificuldades, geralmente de cunho social, as influ?ncias positivas de institui??es ou pol?ticas afirmativas como est?mulo ? continuidade dos estudos, a quest?o do preconceito enquanto benefici?rio do Prouni ou por ser de classes sociais diversas das da maioria. Nota-se tamb?m uma diverg?ncia nas percep??es acerca dos referidos programas, mostrando-se o Prouni como uma pol?tica p?blica, na vis?o dos entrevistados, com maior signific?ncia em suas trajet?rias educacionais do que o Programa Bolsa Fam?lia. Destacam-se ainda as dificuldades dos prounistas quanto ? perman?ncia nos cursos de ensino superior. Por fim, s?o apresentadas as perspectivas futuras dos entrevistados, tendo em vista o que esperam pessoal e profissionalmente obter por meio dos cursos de maior ou menor prest?gio que escolheram. Nota-se uma diferen?a no processo de seletividade dos cursos, em que os de menor prest?gio s?o aqueles poss?veis dentro da realidade dos alunos, enquanto os de maior prest?gio s?o aqueles desejados. Quanto ?s expectativas futuras, as licenciaturas almejam trabalho na educa??o n?o-formal e s cursos de maior prest?gio almejam carreiras de retorno financeiro mais imediato.

Submitted by Fernanda Ciolfi (fernanda.ciolfi@puc-campinas.edu.br) on 2016-05-10T17:58:39Z No. of bitstreams: 1 Marcela Bruna Nappi Alvares.pdf: 2605005 bytes, checksum: 67ad38cb3881b4218d2678332f21dc54 (MD5) / Made available in DSpace on 2016-05-10T17:58:39Z (GMT). No. of bitstreams: 1 Marcela Bruna Nappi Alvares.pdf: 2605005 bytes, checksum: 67ad38cb3881b4218d2678332f21dc54 (MD5) Previous issue date: 2016-02-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The Programa Bolsa Fam?lia, established in 2003, is a federal income transfer program, where beneficiaries must ensure the school minimum rate of 85% for children between 6-15 years and 75% for adolescents between 16 and 17 years age. There is still demand for conditionalities in the areas of health and social care. The conditionalities are seen by program design, as mechanisms to promote intergenerational overcoming poverty. The overall objective of the research was to analyze which conceptions of education and poverty present in primers, developed guides and manuals and/or validated by the Secretaria Nacional de Renda e Cidadania (SENARC)/Minist?rio do Desenvolvimento Social e Combate ? Fome(MDS) between 2006 and 2014 and that speak directly to the beneficiaries of the Bolsa Fam?lia Program. Specifically, the interest was to answer the following questions: how Booklets, guides and manuals GMP refer to poverty and education? How these materials say about family relationship/ school? Publications encourage responsibility of families in the process of overcoming poverty? The theoretical/methodological inspiration of the work were the assumptions of saying, silences and ideology of the French Discourse Analysis. Were selected and read seven publications and analysis indicated that the concept of poverty is linked to multiple dimensions, such as lack of access to healthy food; denial of rights and low income. Education and family-school relationship are permeated by a disciplinarian and prescriptive character, however, the importance of institutionalized formal education as a universal right was a present aspect in all publications. Although the materials have few spaces to consider regional differences, cultural and material of their interlocutors pointed out the decrease in the use of imperative verbs; the families of accountability tone; the incentive to charge government rights; the use of real images of beneficiary families; among other things as advances in program design and in the way the organs responsible for the Bolsa Fam?lia speak to the beneficiaries. / O Programa Bolsa Fam?lia (PTR), criado em 2003, ? um programa de transfer?ncia de renda federal, em que seus benefici?rios devem garantir a frequ?ncia m?nima escolar de 85% para as crian?as entre 6 a 15 anos e 75% para adolescentes entre 16 e 17 anos de idade. H? tamb?m a exig?ncia de condicionalidades nas ?reas de sa?de e assist?ncia social. As obrigatoriedades s?o vistas, pelo desenho do PBF, como mecanismos para promover a supera??o intergeracional da pobreza. O objetivo geral da pesquisa foi analisar quais as concep??es de educa??o e pobreza presentes em Cartilhas, Guias e Manuais elaborados e/ou validados pela Secretaria Nacional de Renda e Cidadania (SENARC)/Minist?rio do Desenvolvimento Social e Combate ? Fome (MDS) entre os anos de 2006 e 2014 e que falam diretamente aos destinat?rios. De maneira espec?fica, o interesse foi responder ?s seguintes perguntas: Como as Cartilhas, Guias e Manuais do PBF se referem ? pobreza e ? educa??o? De que maneira esses materiais dizem sobre a rela??o fam?lia/escola? As publica??es incentivam a responsabiliza??o das fam?lias no processo de supera??o da pobreza? Para responder aos questionamentos do trabalho observamos o que foi dito e como os n?o-ditos importam para a constitui??o da forma??o discursiva sobre educa??o e pobreza. Foram selecionadas e lidas sete publica??es e as an?lises indicaram que a concep??o de pobreza est? vinculada a m?ltiplas dimens?es, tais como falta de acesso ? alimenta??o saud?vel; nega??o de direitos e baixa renda. A educa??o e a rela??o fam?lia-escola s?o permeadas por um car?ter disciplinador e prescritivo, por?m, a import?ncia da educa??o formal institucionalizada como direito que deve ser garantido a todos e como meio de auxiliar a supera??o integeracional da pobreza foi um aspecto presente em todas as publica??es. Ainda que os materiais tenham poucos espa?os para pensar as diferen?as regionais, culturais e materiais dos seus interlocutores, apontamos a diminui??o do uso de verbos imperativos; do tom de responsabiliza??o das fam?lias; o incentivo a cobrar direitos do poder p?blico; a utiliza??o de imagens reais de fam?lias beneficiadas; entre outros aspectos como avan?os no desenho do Programa e na maneira como os ?rg?os respons?veis pelo Bolsa Fam?lia falam aos benefici?rios.

Made available in DSpace on 2016-04-04T18:33:15Z (GMT). No. of bitstreams: 1 ana Paula Speck Feijo.pdf: 756644 bytes, checksum: e1d070437c083787ed4f85af28b5fd5b (MD5) Previous issue date: 2014-02-04 / The Bolsa Fam?lia Program (BFP) is a cash transfer program, implemented by the federal government, in 2003, which aims to fight poverty. It is intended for families whose per capita income is equal or less than R $ 140.00. The draft of the BFP seeks to confront the poverty articulating actions in two time periods. In short-term; direct cash transfers to the families, acting in what is called absolute poverty. In the long term; combat what is called intergenerational transmission of the poverty, through conditionalities linked to health and especially education. In relation to education, school attendance is required at least 85% for children between 6 and 15 years old, and 75% for adolescents between 16 and 17 years old. The assumption of this understanding, which links income transfers to required school attendance, is that children and young people, as they enter in the labor market on early age, decrease their schooling, and drastically reduce their chances of escape of the poverty as adults. Many studies conducted on the BFP have privileged the analysis of the effectiveness of the program in relation to indicators of reducing absenteeism and school dropout. However, studies that privilege the perception of the recipients, about the importance of the participation of the program in relation to the improvement of their lives are not as frequent. This research aims to understand how to establish the relationship between school attendance and the exit from the poverty, according to the perception of the holders of families benefiting from the BFP, residents in the southern region of Campinas (SP). This is the region that is home to most of the families assisted by the program in this city (about 42% according to the 2010 Census). To prepare this study we analyze of the 15 interviews that were conducted between the months of December 2012 and January 2013, with the holders of BFP. The results of this investigation show that the BFP for these interviewees collaborates with an immediate improvement in their lives and their families, but not the cut of poverty, and it is not clear in their assertions, the prospect of reaching it for the future. / O Programa Bolsa Fam?lia (PBF) ? uma pol?tica de transfer?ncia de renda, implantada pelo governo federal, em 2003, que visa combater a pobreza. Destina-se a fam?lias com renda per capita igual ou inferior a R$ 140,00. O desenho do PBF busca enfrentar a pobreza articulando a??es em dois per?odos temporais. Em curto prazo, transferir renda diretamente ?s fam?lias, atuando na redu??o da chamada pobreza absoluta. Em longo prazo, combater a chamada transmiss?o intergeracional da pobreza, por meio de condicionalidades vinculadas ? sa?de e, sobretudo, ? educa??o. Em rela??o ? educa??o, ? exigida frequ?ncia escolar m?nima de 85% para as crian?as entre 6 e 15 anos de idade, e 75% para adolescentes entre 16 e 17 anos de idade. O pressuposto deste entendimento, que vincula transfer?ncia de renda com exig?ncia de frequ?ncia escolar, ? que as crian?as e jovens, ao entrarem cedo no mercado de trabalho, diminuiriam a sua escolaridade e reduziriam drasticamente suas chances de sair da pobreza quando adultas. Muitos trabalhos realizados sobre o PBF t?m privilegiado a an?lise sobre a efetividade do programa em rela??o a indicadores de redu??o do absente?smo e da evas?o escolar. Todavia, estudos que privilegiem as percep??es dos pr?prios destinat?rios sobre a import?ncia da participa??o no programa em rela??o ? melhoria de suas vidas n?o s?o t?o frequentes. Esta pesquisa visa compreender como se estabelece a rela??o entre frequ?ncia escolar e sa?da da pobreza, de acordo com as percep??es dos pr?prios titulares das fam?lias beneficiadas pelo PBF, residentes na regi?o sul do munic?pio de Campinas (SP). Trata-se da regi?o que abriga a maior parte das fam?lias assistidas pelo programa, neste munic?pio, cerca de 42% da popula??o, de acordo com o Censo de 2010. Para a elabora??o desta disserta??o, foram analisadas 15 entrevistas realizadas entre os meses de dezembro de 2012 a janeiro de 2013, junto aos titulares do PBF. Os resultados desta investiga??o nos mostram que o PBF para estas entrevistadas colabora com uma melhoria imediata em suas vidas e de suas fam?lias, por?m n?o as retira da situa??o de pobreza, e n?o fica claro, em suas afirma??es, uma perspectiva de alcance disto para o futuro.

Made available in DSpace on 2016-04-04T18:33:22Z (GMT). No. of bitstreams: 1 DANIELA FERNANDA FLORES.pdf: 1231074 bytes, checksum: 4cf357cb34cc5224071d61679bc2cbb6 (MD5) 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.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-07-28T21:19:44Z No. of bitstreams: 1 PROGRAMA BOLSA FAM?LIA EFEITOS NO DESEMPENHO ESCOLAR E NA SUPERA??O DA VULNERABILIDADE SOCIAL DE BENEFIC~0.pdf: 1184024 bytes, checksum: af6882b40c335fd74ebbedf3a46e620d (MD5) / Made available in DSpace on 2015-07-28T21:19:44Z (GMT). No. of bitstreams: 1 PROGRAMA BOLSA FAM?LIA EFEITOS NO DESEMPENHO ESCOLAR E NA SUPERA??O DA VULNERABILIDADE SOCIAL DE BENEFIC~0.pdf: 1184024 bytes, checksum: af6882b40c335fd74ebbedf3a46e620d (MD5) Previous issue date: 2014-08-13 / This research problematized the relationship between the Bolsa Familia Program - PBF - and education in order to understand whether it has effects in the school life of its beneficiaries as well as their possible effects in overcoming the social vulnerability of beneficiary families. The study was guided by the following question: what are the guidelines of GMP for education and to what extent they become effective and operative mechanisms in the school performance of the beneficiaries and the promotion of overcoming social vulnerability? In the face of this question, the research aimed to examine whether and how the Bolsa Fam?lia Program generates effects on school performance and overcoming the social vulnerability of the beneficiary families. With the methodological approach of qualitative research and by means of content analysis, the research used as instruments for data collection documentary sources as minutes of final results of students between 2006 and 2012 lists of beneficiaries students at schools between 2006 and 2012, legislation related to GMP and evaluations conducted by the Ministry of Social Development. Apart from documentary sources semistructured interviews were conducted with five mothers of beneficiary students, selected among those having more time in the program, as well as a questionnaire to school officials. Field data collection occurred at schools whose cognomen was adopted for the research Way of Letters, in the city of Feira de Santana, Bahia. Some categories were important in understanding the movement of the object of research, they being the conception of poverty and social vulnerability. From a critical perspective of the analysis of our social policies, especially targeted policies, among which enters the PBF, to explore the contradictions inherent in the same, the theoretical framework associated to source data allow us to infer that the opposite of guarantees social announced by the Constitution of 1988, linking education as conditionality of Bolsa Fam?lia, is within the context of neoliberal policies gain traction in our country in the 90s of last century, with the notable influences in education linking the education as preparation for work and qualification of manpower as a means of activation for the labor market. The survey results showed that the dropout rates of students beneficiaries showed decline in the investigated period. Establishing a comparison between beneficiaries and non students at schools, it was also found between high student beneficiaries failure rates beyond dropout rates higher than those of students beneficiaries in all years analyzed. Specifically following the performance of the five children interviewed mothers was found between the same recurrence and high dropout rate of school failure. / A presente pesquisa problematizou a rela??o estabelecida entre o Programa Bolsa Fam?lia ? PBF - e a educa??o no sentido de compreender se o mesmo exerce efeitos na vida escolar de seus benefici?rios, bem como seus poss?veis efeitos na supera??o da situa??o de vulnerabilidade social de fam?lias benefici?rias. O estudo foi orientado pela seguinte quest?o: quais as diretrizes do PBF para a educa??o e em que medida elas se efetivam como mecanismos operat?rios no desempenho escolar dos benefici?rios e na promo??o da supera??o da vulnerabilidade social? Em face desta quest?o, a pesquisa teve por objetivo analisar se e como o Programa Bolsa Fam?lia gera efeitos no desempenho escolar e na supera??o da situa??o de vulnerabilidade social das fam?lias benefici?rias. Com o aporte metodol?gico da pesquisa qualitativa e por meio da an?lise de conte?do, a pesquisa utilizou como instrumentos de coleta de dados fontes documentais como atas de resultados finais dos estudantes entre os anos 2006 e 2012, listas de estudantes benefici?rios na unidade escolar entre 2006 e 2012, legisla??o referente ao PBF e avalia??es realizadas pelo Minist?rio do Desenvolvimento Social. Al?m das fontes documentais foram realizadas entrevistas semiestruturadas com cinco m?es de estudantes benefici?rios, selecionadas entre as que possu?am maior tempo no Programa, bem como aplica??o de question?rio ? dire??o da escola. O campo de coleta de dados ocorreu na unidade escolar cujo cognome adotado para a pesquisa foi Caminho das Letras, localizada no munic?pio de Feira de Santana-Ba. Algumas categorias de an?lise foram importantes no movimento de compreens?o do objeto de pesquisa, sendo elas a concep??o de pobreza e vulnerabilidade social. Sob uma perspectiva cr?tica da an?lise de nossas pol?ticas sociais, em especial das pol?ticas focalizadas, entre as quais se insere o PBF, no sentido de explorar as contradi??es inerentes ? mesmas, o quadro te?rico associado ?s fontes consultadas, permitem inferir que na contram?o das garantias sociais anunciadas pela Constitui??o de 1988, a vincula??o da educa??o como condicionalidade do Programa Bolsa Fam?lia, insere-se no contexto das pol?ticas neoliberais que ganham corpo em nosso pa?s na d?cada de 90 do s?culo passado, tendo por influ?ncias marcantes na ?rea educacional a vincula??o da educa??o como prepara??o para o trabalho e qualifica??o de m?o de obra como meio de ativa??o para o mercado de trabalho. Os resultados da pesquisa evidenciaram que as taxas de abandono escolar dos estudantes benefici?rios apresentaram decl?nio no per?odo investigado. Estabelecendo compara??o entre estudantes benefici?rios e n?o benefici?rios na unidade escolar, constataram-se tamb?m entre os estudantes benefici?rios altas taxas de reprova??o al?m de taxas de abandono superiores ?s dos estudantes benefici?rios em todos os anos analisados. Acompanhando especificamente o desempenho dos filhos das cinco m?es entrevistadas constatou-se entre os mesmos a recorr?ncia de abandono escolar e alta taxa de reprova??o escolar.

Made available in DSpace on 2014-12-17T14:34:44Z (GMT). No. of bitstreams: 1 DaniellaMC_DISSERT.pdf: 1692550 bytes, checksum: e212e3f341ea3787c7d8be0581fc73e4 (MD5) Previous issue date: 2013-02-28 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / This study aims to verify the impact of the Bolsa Fam?lia Program (BFP) in income and school attendance of poor Brazilian families. It is intended to also check the existence of a possible negative effect of the program on the labor market, titled as sloth effect. For such, microdata from the IBGE Census sample in 2010 were used. Seeking to purge possible selection biases, methodology of Quantilic Treatment Effect (QTE) was applied, in particular the estimator proposed by Firpo (2007), which assumes an exogenous and non-conditional treatment. Moreover, Foster- Greer-Thorbecke (FGT) index was calculated to check if there are fewer households below the poverty line, as well as if the inequality among the poor decreases. Human Opportunity Index (HOI) was also calculated to measure the access of young people / children education. Results showed that BFP has positively influenced the family per capita income and education (number of children aged 5-17 years old attending school). As for the labor market (worked hours and labor income), the program showed a negative effect. Thus, when compared with not benefiting families, those families who receive the BFP have: a) a higher family income (due to the shock of the transfer budget money) b) more children attending school (due to the conditionality imposed by the program); c) less worked hours (due to sloth effect in certain family groups) and d) a lower income from work. All these effects were potentiated separating the sample in the five Brazilian regions, being observed that the BFP strongly influenced the Northeast, showing a greater decrease in income inequality and poverty, and at the same time, achieved a greater negative impact on the labor market / Este estudo tem como objetivo verificar o impacto do Programa Bolsa Fam?lia (PBF) na renda e na frequ?ncia escolar das fam?lias pobres brasileiras. Pretende-se, ainda, verificar a exist?ncia de um poss?vel efeito negativo do programa no mercado de trabalho, intitulado como efeito-pregui?a. Para tanto, foi utilizado os microdados do Censo amostral do IBGE em 2010. Visando expurgar poss?veis vieses de sele??o, aplicou-se a metodologia do Efeito Quant?lico do Tratamento (EQT), em especial o estimador proposto por Firpo (2007), no qual assume um tratamento ex?geno e n?o condicional. Ademais, foi calculado o ?ndice Foster-Greer-Thorbecke (FGT) para verificar se h? menos domic?lios abaixo da linha de pobreza, bem como se a desigualdade entre os pobres diminui. Foi calculado, ainda, o ?ndice de Oportunidades Humanas (IOH) para medir o acesso de jovens/crian?as educa??o. Os resultados mostraram que o PBF influenciou positivamente a renda familiar per capita e a educa??o (n?mero de filhos de 5 a 17 anos que frequentam a escola). Quanto ao mercado de trabalho (horas trabalhadas e renda do trabalho), o programa mostrou um efeito negativo. Assim, quando comparada com as fam?lias n?o beneficiadas, aquelas fam?lias que recebem o PBF possuem: a) uma maior renda familiar (devido ao choque or?ament?rio do repasse monet?rio); b) mais filhos frequentando a escola (devido ? condicionalidade imposta pelo programa); c) menos horas trabalhadas (devido ao efeito-pregui?a em alguns grupos familiares) e; d) uma menor renda oriunda do trabalho. Todos esses efeitos foram diferenciados ao separar a amostra nas cinco regi?es brasileiras, sendo observado que o PBF influenciou mais fortemente o Nordeste e a zona rural, que mostraram um maior impacto negativo no mercado de trabalho e, ao mesmo tempo, obteve uma maior diminui??o da desigualdade de renda e pobreza

Submitted by Kelson Anthony de Menezes (kelson@ucb.br) on 2016-11-22T18:50:18Z No. of bitstreams: 1 JoseIvaldoAraujodeLucenaDissertacao2015.pdf: 2105078 bytes, checksum: 9f85c477cc43658c74b9d197da7d9dda (MD5) / Made available in DSpace on 2016-11-22T18:50:18Z (GMT). No. of bitstreams: 1 JoseIvaldoAraujodeLucenaDissertacao2015.pdf: 2105078 bytes, checksum: 9f85c477cc43658c74b9d197da7d9dda (MD5) Previous issue date: 2015-02-27 / The present study aims to investigate the educational impact of the Bolsa Fam??lia Program (PBF) on the citizenship of high school youth in the Distrito Federal (DF) public school system. Given the subject matter and objectives of this study, we opted for a qualitative research approach, employing a case study strategy that was applied in a public high school in the Planaltina Administrative Region. This city was chosen for having the largest number of young PBF beneficiaries in the DF. As research techniques, document analysis, questionnaires, semi-structured interviews, and focus groups were used. The data was interpreted by using Ball, Bowe and Gold's (1992) political cycle analysis approach, and also the discourse analysis proposed by Orlandi (1999). The results indicate that the initial educational impact of PBF is centred on its conditionality of compulsory class attendance by the young beneficiaries. However, being in school does not necessarily guarantee a level of learning that contributes to the emancipatory citizenship of young students and their consequent preparation for the demands of higher education and the labour market. Through interviews with school principals, pedagogical coordinators, and some teachers, we discovered that there is limited knowledge in regards to how the PBF is present in their school. With exception of the school secretariat that keeps track and uploads the attendance data of students in the Attendance System of the Ministry of Education (MEC), the principals and other educators are unaware who the students enrolled in PBF are and what their expectations and concerns are in educational terms. This lack of knowledge has made this group of students invisible at school, preventing the school from offering a more equitable and qualified teaching service. One concern is that the only requirement of PBF in relation to school is limited to attendance control. However, there were identified some isolated experiences of teachers who perform preparatory classes for the National High School Exam (Enem), an activity that is geared towards all school students and not just for PBF beneficiaries. Educators and students who participated in the study argued that the educational conditionality of the program should also include the academic performance of students in order to continue receiving the PBF benefit. However, this suggestion demands enhanced coordination between the social and educational policy, as well as a more consistent support on the part the school. The educational achievement is directly related to how the teaching and learning processes are developed in the classroom. It is vital to have a more consolidated partnership between school administration, teachers, parents, and students, as only through the involvement of all these stakeholders, that the PBF can contribute more effectively to the promotion of the citizenship of young public high school beneficiaries. The PBF increasingly presents itself as a relevant policy in the social and assistential fields, however, if its criteria and linking to education are not revised, it may severely compromise the educational performance and emancipated citizenship of the disadvantaged youth in Brazilian public high schools. / O presente estudo tem por finalidade investigar o impacto educacional do Programa Bolsa Fam??lia (PBF) na cidadania dos jovens de escola p??blica de Ensino M??dio do Distrito Federal (DF). Dada a natureza do tema e os objetivos deste estudo, optou-se por uma pesquisa qualitativa, tendo como estrat??gia um estudo de caso, realizado em uma escola p??blica de ensino m??dio da Regi??o Administrativa de Planaltina. Essa cidade foi escolhida por ter o maior n??mero de jovens benefici??rios do PBF do DF. Como t??cnicas de investiga????o foram utilizadas an??lise documental, question??rios, entrevistas semiestruturadas e grupos focais. Os dados foram interpretados ?? luz da abordagem de an??lise do ciclo de pol??ticas de Ball, Bowe e Gold (1992) e da an??lise de discurso proposta por Orlandi (1999). Os resultados apontam que o impacto educacional do PBF, inicialmente, est?? centrado em sua condicionalidade de frequ??ncia obrigat??ria ??s aulas por parte dos jovens benefici??rios. No entanto, estar na escola n??o garante necessariamente um n??vel de aprendizagem que contribua para a cidadania emancipat??ria dos jovens e sua consequente prepara????o para as exig??ncias da educa????o superior e do mercado de trabalho. Por meio das entrevistas com a dire????o, a coordena????o pedag??gica e alguns professores, constatou-se que h?? um conhecimento limitado sobre como o PBF est?? presente na escola. Com exce????o da secretaria da escola que faz o controle e o lan??amento da frequ??ncia dos alunos no Sistema Presen??a do Minist??rio da Educa????o (MEC), a dire????o e os demais educadores desconhecem quem s??o os estudantes benefici??rios, suas expectativas e seus anseios em termos educacionais. Esse desconhecimento tem tornado esse p??blico invis??vel na escola, impedindo a oferta de um atendimento pedag??gico mais equitativo e qualificado. Um fato preocupante ?? que a exig??ncia do PBF em rela????o ?? escola se limita ao controle da frequ??ncia. Todavia, constatou-se algumas experi??ncias isoladas de alguns docentes que realizam aulas preparat??rias para o Exame Nacional do Ensino M??dio (Enem), atividade essa que ?? voltada para todos os estudantes da escola e n??o apenas para os benefici??rios do PBF. Educadores e estudantes que participaram do estudo defendem que a condicionalidade educacional do programa deveria considerar tamb??m o desempenho acad??mico dos estudantes para o recebimento do benef??cio. Todavia, essa sugest??o demanda uma maior articula????o entre a pol??tica social e a educacional, bem como um apoio mais consistente da escola. O rendimento educacional se relaciona diretamente com a forma como os processos de ensino e de aprendizagem s??o desenvolvidos em sala de aula. ?? fundamental que haja uma parceria mais consolidada entre a dire????o, professores, pais, m??es e estudantes, pois somente por meio da implica????o de todos esses atores ?? que o PBF pode contribuir mais efetivamente para a promo????o da cidadania dos jovens benefici??rios dessa pol??tica no ensino m??dio. O PBF se apresenta cada vez mais como uma pol??tica relevante no campo social e assistencial, por outro lado, caso seus crit??rios de vincula????o com a educa????o n??o sejam revistos, pode comprometer gravemente o desempenho educacional e a cidadania emancipada dos jovens menos favorecidos da escola p??blica brasileira.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-03-12T18:27:34Z No. of bitstreams: 1 DjairSilva_DISSERT.pdf: 2141505 bytes, checksum: 209c68cd495e85ef95863d861b32d1a0 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-03-16T13:08:18Z (GMT) No. of bitstreams: 1 DjairSilva_DISSERT.pdf: 2141505 bytes, checksum: 209c68cd495e85ef95863d861b32d1a0 (MD5) / Made available in DSpace on 2018-03-16T13:08:18Z (GMT). No. of bitstreams: 1 DjairSilva_DISSERT.pdf: 2141505 bytes, checksum: 209c68cd495e85ef95863d861b32d1a0 (MD5) Previous issue date: 2017-08-29 / A presente disserta??o de mestrado tem como objetivo compreender a contribui??o do Programa Bolsa Fam?lia e da Educa??o Contextualizada que se utiliza do M?todo CAT ? Conhecer, Analisar, Transformar ? para o processo de empoderamento das mulheres do semi?rido baiano em rela??o ?s perman?ncias e mudan?as nas rela??es sociais, pol?ticas e organizativas, analisando como o empoderamento reestrutura a inser??o das mulheres e altera a dicotomia p?blico/privado no contexto das comunidades rurais do Territ?rio do Sisal. A Bolsa Fam?lia, por meio da pol?tica de transfer?ncia de renda, controle e gest?o de recursos interfere na autonomia, na autoestima e na independ?ncia econ?mica das mulheres em rela??o aos seus conjugues, bem como por meio de condicionalidades, aproxima a popula??o pobre dos servi?os p?blicos de sa?de e educa??o, sendo que essa situa??o interfere no ciclo intergeracional da pobreza nas fam?lias benefici?rias. Por outro lado, a Educa??o Contextualizada por meio de um projeto pol?tico pedag?gico fortalece a conviv?ncia com o semi?rido, empodera e estimula o protagonismo pol?tico e a cidadania participativa das mulheres. Por se tratar de uma Hist?ria do Tempo Presente a nossa pesquisa se utilizou de narrativas das hist?rias de vida a partir da sele??o de um grupo de mulheres representativas, com aplica??o de question?rio e realiza??o de entrevistas. Al?m disso, a pesquisa se utiliza do levantamento bibliogr?fico e outras fontes secund?rias de pesquisa. Os resultados apontam para a amplia??o dos espa?os das mulheres nas tomadas de decis?es econ?micas, familiares e educacionais. As mulheres valorizam bastante a independ?ncia financeira gerada pelo Programa Bolsa Fam?lia e a redu??o da depend?ncia em rela??o aos companheiros, bem como o poder de decis?o pela capacidade de planejamento que o Bolsa Fam?lia propiciou para as benefici?rias. ? importante observar que as mulheres das organiza??es da sociedade civil e que mant?m algum v?nculo com as a??es do MOC/CAT falam claramente em mudan?as de papeis dentro da fam?lia, sendo que praticamente todas se sentem as principais provedoras ou pelo menos dividindo de forma compartilhada as decis?es sobre os usos dos recursos dentro da fam?lia. A pesquisa percebeu uma diferen?a muito grande no valor atribu?do ? educa??o do campo por parte das benefici?rias que foram alunas da escola CAT e que atuam na sociedade civil em rela??o ao grupo de mulheres que tem apenas filhos que frequentam a escola CAT. As mulheres que foram alunas CAT e atuam na Sociedade civil acreditam que a Educa??o Contextualizada teve um papel transformador em suas vidas, enquanto o grupo de mulheres que tem apenas filhos, muitas desconhecem inclusive a terminologia CAT. Logo, o empoderamento econ?mico das mulheres por meio do controle dos recursos da fam?lia, ao propiciar tomadas de decis?es e capacidade de escolhas, quando conectado a processos de forma??o e participa??o por meio da Educa??o Contextualizada t?m contribu?do para o empoderamento e inser??o das mulheres nos espa?os p?blicos da sociedade. / This dissertation has the purpose to understand the contribution of the Bolsa Fam?lia Program and the Contextualized Education. The latter uses the CAT method - Know, Analyze,Transform ? as a way towards the empowerment of women from Bahia?s semiarid region in relation to the permanence and changes in social, political and organizational structures, analyzing how empowerment restructures the insertion of women and changes the public/private dichotomy in the context of rural communities on the Sisal Territory. The Bolsa Fam?lia Program, through the policy of income transfer, control and management of resources, interferes in the autonomy, self-esteem and economic independence of women in relation to their spouses, as well as through conditionalities, brings the poor population towards public services such as health and education, being that this situation interferes on the intergenerational cycle of poverty when it comes to the beneficiary families. On the other hand, the contextualized education through a political pedagogical strengthens the coexistence with the semiarid region empowers and stimulates the political protagonism and participatory citizenship of women. On the grounds that this work is a History of the Present Time, our research emerged of life story narratives based on the selection of a representative group of women, with questionnaire application as well as interviews were conducted with the subjects. Additionally, the present dissertation uses bibliographic survey and other secondary sources of research. The results point to the expansion of women's spaces in economic, family and educational decisions. The conclusion is that women appreciate the financial independence generated by the Bolsa Fam?lia Program and the reduction of dependence towards their partners, as well as the decision-making power for the planning capacity that Bolsa Fam?lia provided for the beneficiaries. It is important to note that women from civil society organizations which maintains some connection with MOC/CAT actions openly speak of changes in roles within their families, with virtually all of them feeling as the main providers or, when that?s not the case, as one who share responsibilities when it comes to the use of resources within the family. The research perceived a great difference between the value attributed to the rural?s education by the beneficiaries who were students themselves of CAT school and with an active role in the Civil society when compared to the group women in which only had children enrolled in CAT school. Women who were CAT students and worked in civil society organizations believed that Contextualized Education has had a transformative role in their lives, meanwhile the group of women who had children enrolled, were even sometimes unaware of the CAT terminology. Therefore the economic empowerment of these women through the control of family resources by facilitating decision-making when connected to the development and participation through Contextualized Education, have contributed to the empowerment and inclusion of women in the public spaces of society.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-10-10T11:55:18Z No. of bitstreams: 1 LINEU SANTOS.pdf: 1832935 bytes, checksum: c41e014e7f2cf2b7db633e51f1f152ff (MD5) / Made available in DSpace on 2017-10-10T11:55:18Z (GMT). No. of bitstreams: 1 LINEU SANTOS.pdf: 1832935 bytes, checksum: c41e014e7f2cf2b7db633e51f1f152ff (MD5) Previous issue date: 2017-02-14 / Whereas there are discussion on the income transfer of Bolsa Fam?lia Program, and their conditionalities, mainly regarding to the capacity of the school frequency to break the so called poverty inter-managerial cycle, this research proposes to analyse whether or not there are adopted pedagogical practices specifically related to the benefits of the Bolsa Fam?lia Program from the point of view of the management team of four (4) municipal schools in Campinas - SP, located in regions of greater social vulnerability according to the SEADE Foundation - Sistema Estadual de An?lise de Dados, and have achived the projected valuation ratios according to the Basic Education Development Index - IDEB, in the year of 2013. The research also aimed to analyse the degree of knowledge of managers in relation to the Bolsa Fam?lia Program. As a research procedure using semistructured interviews with six (6) managers, in order to analyze their conceptions and knowledge regarding the Program, as well as to indentify the adopted pedagogical practices in these spaces, where the beneficiaries' children of the Program study. As a result, we did not identify in the interviewees' discourse, practices specifically aimed at this public, but we identify other practices adopted in these spaces and classify them as to their ampleness, family participation, as well as the needs met,as to the method used and the public attended, we realize then, that there are efforts on the part of the management team, regarding the involvement of the family and community in the learning as well as an effort in the use of methods in order that the knowledge makes sense for the student, we also identified that the managers have a knowledge in relation to the Bolsa Fam?lia Program, mainly regarding the school attendance conditionality, but who do not believe in the potencial of such conditionality in the long-term porvety disruption / Considerando que existem in?meras discuss?es acerca do Programa de transfer?ncia de Renda Bolsa Fam?lia e de suas condicionalidades, principalmente no que se refere ? capacidade de a frequ?ncia escolar romper com o chamado ciclo intergeracional da pobreza, esta pesquisa se prop?e a analisar se existem ou n?o pr?ticas pedag?gicas adotadas relacionadas especificamente aos benefici?rios do Programa Bolsa Fam?lia, a partir do ponto de vista da equipe gestora de 4 (quatro) escolas municipais de Campinas ? SP, localizadas em regi?es de maior vulnerabilidade social de acordo com o mapa da Funda??o Sistema Estadual de An?lise de Dados (SEADE), e que atingiram os ?ndices projetados de avalia??o de acordo com o ?ndice de Desenvolvimento da Educa??o B?sica (IDEB) no ano de 2013. A pesquisa visou, tamb?m, analisar o grau de conhecimento dos gestores das escolas em rela??o ao Programa Bolsa Fam?lia. Como procedimento de pesquisa, utilizamos entrevistas semiestruturadas com seis gestores no intuito de analisar suas concep??es e seus conhecimentos em rela??o ao Programa, assim como identificar as pr?ticas pedag?gicas adotadas nestes espa?os em que estudam os filhos dos benefici?rios do Programa. Como resultados, n?o identificamos no discurso dos(as) entrevistados(as) pr?ticas voltadas especificamente a este p?blico, por?m identificamos outras pr?ticas adotadas nestes espa?os e as classificamos quanto a sua amplitude, participa??o da fam?lia, quanto ?s necessidades atendidas, quanto ao m?todo utilizado e quanto ao p?blico atendido. Percebemos que existem esfor?os por parte da equipe gestora no que se refere ao envolvimento da fam?lia e da comunidade na aprendizagem, assim como um esfor?o na utiliza??o de m?todos a fim de que o conhecimento fa?a sentido para o aluno, identificamos, tamb?m, que os gestores t?m um bom conhecimento em rela??o ao Programa Bolsa Fam?lia, principalmente no que se refere ? condicionalidade de frequ?ncia escolar, mas que n?o acreditam no potencial dessa condicionalidade para o rompimento com a pobreza em longo prazo.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-06-25T17:57:19Z No. of bitstreams: 1 RENATO GON?ALVES BORGES .pdf: 1935910 bytes, checksum: fa24f8358f35f69c49a842e9657389be (MD5) / Made available in DSpace on 2018-06-25T17:57:20Z (GMT). No. of bitstreams: 1 RENATO GON?ALVES BORGES .pdf: 1935910 bytes, checksum: fa24f8358f35f69c49a842e9657389be (MD5) Previous issue date: 2018-02-15 / This survey aimed to explore the situation of ex-scholarship of Universidade para Todos Program (ProUni) of the Brazilian Federal Government who attended a Graduation course in a university in the interior of the State of S?o Paulo, graduated from 2008 until 2016. In a complementary sense, the objective was to understand importance conferred by graduates in higher education and participation in ProUni of former scholarship holders in relation to the improvement of their lives, as well as a more specific look at those with families benefited by Bolsa Fam?lia Program (PBF). The survey is based on the answers provided by 274 graduate students who answered the questionnaire provided in Google Docs. Among the conclusions of the research, personal efforts to overcome the situation of social and economic vulnerability through the academic trajectory were highlighted, that by the references consulted allows us to think of novelty when using this reference of PBF in conjunction with the ProUni. Encouraged by an affirmative public policy, the graduates exposed the importance of programs designed to break the cycle of misery. The study showed the personal, professional and social evolution acquired by the members of the group that, in the face of difficulties, multiplied the results of their trajectories in a positive way, an occurrence not always observed in their parents. It was observed in the PBF group, with greater vulnerability, the perception of greater percentage participation of blacks and browns, groups with more social difficulties. In these groups, the difficulties of job placement in formal activities were greater, which values personal results in obtaining a better economic situation. The graduates of the PBF dedicated themselves to the degrees in a greater percentage than the group ProUni only, multiplying the transformations conquered with the teaching work. Also the courses chosen by the graduates in higher education were coherent with the chosen professional paths, where vocation was prioritized before social legitimation through graduation. The desired social and economic evolution occurred naturally after academic development. The satisfaction of the graduates PBF was also higher than that of the graduates only ProUni. Even with greater difficulties to overcome and lower initial life conditions, the group of PBF beneficiaries showed greater satisfaction and achievement of their objectives. This text aims to contribute to the understanding of the importance of programs that facilitate the insertion of individuals in higher education to break the intergenerational cycle of misery and raise the economically vulnerable population to better social levels. / Esta pesquisa analisou a situa??o de ex-bolsistas do Programa Universidade para Todos (ProUni) do Governo Federal brasileiro que frequentaram curso de educa??o superior em uma Universidade do interior do Estado de S?o Paulo, graduados a partir do ano de 2008 at? o ano de 2016. Em sentido complementar, objetivou compreender a import?ncia conferida ? gradua??o na educa??o superior e ? participa??o no ProUni dos ex-bolsistas em rela??o ? melhoria ou n?o de suas vidas, bem como um olhar mais espec?fico para aqueles com fam?lias beneficiadas pelo Programa Bolsa Fam?lia (PBF). A pesquisa est? baseada nas respostas disponibilizadas por 274 alunos graduados que responderam ao question?rio disponibilizado no Google Docs. Entre as conclus?es da pesquisa destacou-se os esfor?os pessoais para a supera??o da situa??o de vulnerabilidade social e econ?mica por meio da trajet?ria acad?mica, que pelas refer?ncias consultadas nos permite pensar em ineditismo ao utilizarmos o referencial dos benefici?rios do PBF em conjunto com o do ProUni. Incentivados por uma pol?tica p?blica afirmativa, os egressos expuseram a import?ncia dos programas destinados a quebra do ciclo da mis?ria. Mostrou-se no estudo a evolu??o pessoal, profissional e social obtida pelos integrantes do grupo pesquisado que, diante das dificuldades, multiplicaram os resultados de suas trajet?rias de forma positiva, ocorr?ncia nem sempre observada em seus progenitores. Notou-se no grupo do PBF, com maior vulnerabilidade, a percep??o de maior participa??o percentual de negros e pardos, grupos com mais dificuldades sociais. Nestes grupos as dificuldades de coloca??o laboral em atividades formais foram maiores, o que valoriza os resultados pessoais na obten??o de melhor situa??o econ?mica. Os egressos do PBF dedicaram-se ?s licenciaturas em percentual maior do que o grupo somente ProUni, multiplicando as transforma??es conquistadas com o trabalho docente. Tamb?m os cursos escolhidos pelos egressos na educa??o superior se mostraram coerentes com os rumos profissionais escolhidos, onde se priorizou a voca??o antes da legitima??o social por meio da gradua??o. A desejada evolu??o social e econ?mica ocorreu naturalmente ap?s o desenvolvimento acad?mico. A satisfa??o dos egressos PBF tamb?m foi maior que dos egressos apenas ProUni. Mesmo com maiores dificuldades a serem superadas e condi??es de vidas iniciais menos favorecidas, o grupo de benefici?rios PBF mostrou maior satisfa??o e realiza??o de seus objetivos. Este texto visa contribuir com a compreens?o sobre a import?ncia dos programas que facilitam a inser??o dos indiv?duos na educa??o superior para a quebra do ciclo intergeracional da mis?ria e a eleva??o da popula??o vulner?vel economicamente a melhores patamares sociais.