Programa mais educação e programa bolsa família : estudo da intersetorialidade na Escola Estadual Pascoal Ramos – Cuiabá/MT

Abstract

This study has a goal a aprehension of the intersectoriality between the Integral Education Program - Mais Educação (PME) and the Bolsa familia Program (PBF), on the Pascoal Ramos state school of Cuiabá/MT county, in the period between 2010-2014 years. Is concerned with, when indentify objectives, characteristics and strategies, analyze how the intersectoriality is defined and operacionalized, in reason of politic-social goals of the programs. The realized research have qualitative nature and seek for a methodological- theoretical sustenance capable of fundamentalise a context analyze of contemporaneous transformations of capitalism and the effects on state and the social politics. The politic education notedly. Present the intersectoriality theme, theoretical - empiric category essential on the study, to fundamentalise and understand how emerge on the social politics from Brazil as of 1980 and how present itself is on the programs, for then analyze, specifically from the implementation of More Education Program on the school, the research focus , and the intersectorial relations with the Family Bag. By problematizing the interface between the programs, conclude the weakness of the articulation between the areas. As it is feeble the interaction between the school and the community on your perimeter for the development of the activities. Despite the PME proposal, your operability emphasizes the children and adolescents maintenance inside the school environment, not attending what itself precepts, in terms of pedagogical proposal and the physical structure to attend the benefits of the programs. Such characteristics are aggravated when it is know that the required intersectoriality , even if a consensual discourse on the interior of Education and Social Assistance, politics which are vinculated on the PME and PBF programs, even remain fragmented, with low possibility of promoting structural changes, on the social reality of children and adolescents. Concludes there os still a necessity of promoting collective reflections and actions on the perspective of potentializing the interaction between the actuation areas on the programs.