O direito à educação dos alunos em situação de pobreza: uma problematização das condições de qualidade com base no perfil dos professores

Abstract

The right to education for children in poverty: a problematization of quality conditions through the teachers' profileThe quality of elementary education schools in which students benefit from the Programa Bolsa Família (PBF -The Family Grant Program), is analyzed through the teachers' profile and by the collation of data from the School Census 2015 and from Sistema Presença (The Attendance System), that monitors the school attendance conditionality of aforementioned students. The service inequalities coincide among rural area, low municipal HDI (Human Development Index), students benefiting from PBF, temporarily employed and/or untrained teachers; unveiling challenges to an effective inclusion of students living in poverty. Working conditions and teacher training data reveals an issue that is not exclusive to schools with low-income students, showing there is an inherent problem of devaluation of the teaching profession. In conclusion, the allocation of non-temporary and better-trained teachers is clearly not random; showing a need for specific policies that encompass the fundamental role the educator has in ensuring continued attendance and learning for all students.Keywords: education and poverty; right to education; inequalities; teacher recognition. IntroduçãoNo horizonte da cidadania, a questão social se redefine e o "pobre", a rigor, deixa de existir. Sob o risco do exagero, diria que pobreza e cidadania são categorias antinômicas. Radicalizando o argumento, diria que, na ótica da cidadania, pobre e pobreza não existem. O que existe, isso sim, são indivíduos e grupos sociais em situações particulares de denegação de direitos. (Telles, 2001, p. 51).