Evasão escolar, e agora? um estudo sobre o Programa bolsa-estudante para o ensino médio

Abstract

High school dropout rates are a significant challenge for Brazilian public education. This dissertation analyzes the impacts of the Bolsa-Estudante Program (Student Grant Program) public policy on the retention of vulnerable students in high school in the public school system of the state of Santa Catarina, Brazil. The research employed a qualitative and quantitative approach, with primarily exploratory objectives. The procedures used were bibliographical, documentary, and fieldwork, including the collection of secondary data available from the School Census, documentary analysis of basic education legislation and the Bolsa-Estudante Program, as well as interviews with Bolsa-Estudante students and their legal guardians. From a theoretical and conceptual perspective, the analysis is based on Pierre Bourdieu's social reproduction theory. The study found that the Program reduces dropout rates by alleviating economic pressures and fostering student retention in formal education. However, challenges persist, such as overloading student responsibilities, lacking pedagogical support, and precarious school infrastructure. Therefore, financial support policies are relevant but must be linked to pedagogical and social strategies to ensure sustainable effectiveness. The study contributes to improving educational policies aimed at equity and inclusion, supporting the construction of integrated approaches that strengthen retention in high school. Thus, this study has a potential impact on improving educational public policies aimed at equity and inclusion, supporting the construction of integrated approaches that strengthen retention in secondary education.