<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992015000100136</article-id>
<article-id pub-id-type="doi">10.14244/19827199981</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Frequência Escolar e a Educação a partir do ponto de vista das Beneficiárias do Programa Bolsa Família]]></article-title>
<article-title xml:lang="en"><![CDATA[The School Attendance and Education from the point of view of &#8220;Bolsa Família&#8221; Cash Transfer Program beneficiaries]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Feijó]]></surname>
<given-names><![CDATA[Ana Paula Speck]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pires]]></surname>
<given-names><![CDATA[André]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Serviço Nacional de Aprendizagem Comercial  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<volume>9</volume>
<numero>1</numero>
<fpage>136</fpage>
<lpage>152</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992015000100136&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992015000100136&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992015000100136&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O Programa Bolsa Fam&#237;lia (PBF) &#233; uma pol&#237;tica de transfer&#234;ncia de renda, implantada pelo governo federal, em 2003, que visa combater a pobreza. Destina-se a fam&#237;lias com renda per capita igual ou inferior a R$ 140,00. O desenho do PBF busca enfrentar a pobreza articulando a&#231;&#245;es em dois per&#237;odos temporais. Em curto prazo, transferir renda diretamente &#224;s fam&#237;lias, atuando na redu&#231;&#227;o da chamada pobreza absoluta. Em longo prazo, combater a chamada transmiss&#227;o intergeracional da pobreza, por meio de condicionalidades vinculadas &#224; sa&#250;de e, sobretudo, &#224; educa&#231;&#227;o. Em rela&#231;&#227;o &#224; educa&#231;&#227;o, &#233; exigida frequ&#234;ncia escolar m&#237;nima de 85% para as crian&#231;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&#234;ncia de renda com exig&#234;ncia de frequ&#234;ncia escolar, &#233; que as crian&#231;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. Este artigo visa compreender como se estabelece a rela&#231;&#227;o entre frequ&#234;ncia escolar e sa&#237;da da pobreza, de acordo com os pontos de vista dos pr&#243;prios titulares das fam&#237;lias benefici&#225;rias pelo PBF, residentes na regi&#227;o sul do munic&#237;pio de Campinas (SP), Brasil. Os resultados da pesquisa realizada indicam que as entrevistadas n&#227;o tiveram problemas em cumprir com as exig&#234;ncias das condicionalidades em educa&#231;&#227;o, uma vez que nenhuma verbalizou dificuldades no sentido de n&#227;o conseguir vagas ou acesso &#224; escola para seus filhos. Treze das quinze entrevistadas afirmaram que seus filhos estariam na escola mesmo se n&#227;o estivessem participando do Programa Bolsa Fam&#237;lia. Todavia, quanto mais avan&#231;ada a idade do filho, mais dif&#237;cil se torna a tarefa de cumprir com a exig&#234;ncia, conforme atestam suas falas. No tocante &#224; compreens&#227;o sobre a educa&#231;&#227;o e o papel que esta desempenha no enfrentamento da pobreza, as m&#227;es expressam a convic&#231;&#227;o de que a educa&#231;&#227;o trar&#225; possibilidades de mudan&#231;as, seja para elas, seja para seus filhos. No entanto, com diferentes matizes que se relacionam com a pr&#243;pria escolaridade das entrevistadas. Para algumas m&#227;es, a possibilidade de um dia elas ou seus filhos fazerem alguma faculdade &#8220;gen&#233;rica&#8221; ainda faz parte dos planos. Para outras, a possibilidade de entrar no mundo do letramento. No entanto, as respostas denotam certa insatisfa&#231;&#227;o com a qualidade do ensino oferecido e, relacionado a esta compreens&#227;o, expectativas modestas A Frequ&#234;ncia Escolar e a Educa&#231;&#227;o a partir do ponto de vista das Benefici&#225;rias do Programa Bolsa Fam&#237;lia 137 sobre a educa&#231;&#227;o oferecida. Mais importante do que os conte&#250;dos e viv&#234;ncias da escola, o que parece de fato fazer a diferen&#231;a no futuro &#233; passar pelos ciclos escolares e obter o diploma.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The &#8220;Programa Bolsa Fam&#237;lia&#8221; (Family Income Program) is a cash transfer policy implemented by the Brazilian federal government in 2003, which it aims to fight poverty. It benefits families with per capita income equal or inferior to R$ 140.00. The program design seeks to face the poverty by articulating actions in two periods of time. In short term, to transfer income directly to the families, acting in the reduction of the so-called absolute poverty. In long term, to fight the so-called intergenerational transmission of poverty by means of conditionality&#8217;s associated to health, and above all, education. Regarding education, it is required a 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. The assumption of this understanding, which ties the transference of income to the school attendance requirement, is that children and adolescents, if entering early in the labor market, would reduce their schooling and therefore drastically reduce their chances of leaving poverty when becoming adults. This article aims to understand how the relation between school frequency and poverty output is established, according to the point of view of the very PBF beneficiary families resident in the south of Campinas municipality (SP), Brazil. The research results indicate that interviewees had no problem to fulfill the conditional education requirements, once none verbalized having had difficulty to obtain school vacancy or access for their children. Thirteen of the fifteen interviewees affirmed that their children would be in the school even if they had not been participating in the Family Allowance Program. However, the higher the children&#8217;s age, the more difficult becomes the task to fulfill the requirement, as their speech certify. Regarding the comprehension about education and the role it plays in the confrontation with poverty, the mothers express conviction that education will bring forward possibilities of change either for them or for their children. Nevertheless, with different shades that relate with the schooling of the interviewees themselves. For some mothers, the possibility that one day they or their children attend some &#8220;generic&#8221; college still is part of their plans. For others, it is the possibility of entering the world of literacy. However, answers denote certain dissatisfaction with the quality of education offered, and regarding this understanding, the expectations are modest on the offered education. More important than the content and experience of school, what seems in fact to make a difference in the future of these children is to go through the pertaining school cycles and get the diploma.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Programa Bolsa Família]]></kwd>
<kwd lng="pt"><![CDATA[Pobreza]]></kwd>
<kwd lng="pt"><![CDATA[Frequência Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Cash Transfer Program]]></kwd>
<kwd lng="en"><![CDATA[Poverty]]></kwd>
<kwd lng="en"><![CDATA[School Attendance]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
</kwd-group>
</article-meta>
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