POLÍTICAS DE RENDA MÍNIMA E A GARANTIA DO DIREITO À EDUCAÇÃO: O PROGRAMA BOLSA FAMÍLIA NO ESTADO DE MATO GROSSO DO SUL

Abstract

This work is part of the research line History, Policies and Education and is linked to the research entitled “Comparative analysis of national educational policies in the Americas: contexts, movements and the right to education”. The general objective of this thesis is to analyze the issue of the right to education in Brazil and the relationship with minimum income policies, specifically the Bolsa Família Program between the years of 2007 and 2018. This way, it is intended to understand the relationship between income transfer policies and educational policies, in order to understand how and when the State guaranteed the right to public education to working class children and adolescents and their permanence in a school environment. The present text intends to verify what were the economic, political and social conditions that historically allowed the creation of the Bolsa Família Program in the national context and how it materialized, having as field of analysis the state of Mato Grosso do Sul, identifying population sectors for which are destined the Program and how the school attendance of the students benefited by it occurs. For this, qualitative bibliographic research was used, seeking to analyze the object of study in order to contextualize its historicity and quantitative data to give materiality to the object. This thesis is organized into five chapters: the first chapter contains an introduction; the second presents the historical course of Brazilian educational policy to highlight how the right to education was established, and how this is a recent achievement; the third chapter seeks to discuss how direct cash transfer programs were expanded in Brazil and how the various actions were thought of and executed so that the population considered poor and/or extremely poor started to receive a fixed income; and the fourth chapter analyzes the conditionality in the Program's education, through a cross section, verifying the data of the state of Mato Grosso do Sul from its schools, educational rights and beneficiaries; and the fifth chapter contains the final considerations.