CLC-Conference-Proceeding-2018

present lower living conditions than the
population of the country due to the persistence
of the dissatisfaction of some basic needs.
However, changes in the 1990s caused
changes in the structure of opportunities related
to some risk conditions for families, causing a
heterogeneity in the living conditions of the
population. As a consequence of this situation,
research was carried out with the objective of
evaluating the impact in the population
segments that, due to their characteristics,
presented greater vulnerability to the change
processes. Among them are the research on the
family; Young; Children and adolescents; The
beneficiaries of social assistance, among other
social groups.
One of the population segments that has
been most affected by this situation has been
children, especially children who come from a
population sector that has been studied by
some authors since the 1980s and whose
indicators Socioeconomic and sociodemographic,
as well as other cultural and
lifestyle aspects, differ from the average values
of the population.
Children who grow up in families with
these characteristics tend to have disorders in
their behaviors and difficulties in learning.
Relevant studies have focused on the problems
of childhood, which have served to support
more recent research. The National
Commission on Prevention and Social Care
(CNPAS), from its inception, addressed the
study and the deepening about the minors that
are in Schools of Behavior Disorders and
Reeducation Centers.
The research presented above played an
important role in subsequent studies on the
subject of childhood with unfavorable social
conditions. In this study, it was also found that
when children were admitted to primary
school, children from poor socioeconomic and
family backgrounds were not adequately cared
for, and tended to be rejected by teachers and
classmates. They rarely received the required
pedagogical attention and were seldom
selected for activities, thus reducing their
chances of participation and social integration.
The work of the school's educational team was
weak. Teachers were unaware of the living
conditions of these children.
This research had a second part carried
out in 10 provinces, which consisted of an
experience of priority and preventive attention
of these students from the first degree.
Three lines of action were tried: in-school
pedagogy, teacher work with the family and
community action on the family.
This experience showed that
preferential attention by the teacher and the
pedagogical group from the instructive and
educational points of view, as well as the
individual work of the teacher with the family
through the periodic visit to the home, can
significantly improve the school performance
of These students, the home-school bond and
the care of these children by their families.
From this situation a Preventive Program of
priority attention was structured to the children
who present adverse socioeconomic and
familiar conditions from the entrance to the
school. Its main objectives are to prevent
school failure and increase the social
integration of these children and their families.
It is also aimed at increasing the effectiveness
and preventive political role of the school and
its influence on the community.
Based on this study, the Ministry of
Education (MINED) is currently developing
the Preventive Program with the aim of
providing them with preferential educational,
school and community services to these
children and their families.
In this case, the relationship between
childhood, socio-economic conditions