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The general idea guiding this chapter is the notion of boundary as a privileged heuristic resource to think about and discuss, around issues related to intraschool and extraschool spaces. In 2005, the National Policy of Young People's Inclusion (PROJOVEM)—a Brazilian program with the slogan "Knowledge and opportunity for everyone"—presented as its main tenets the reinsertion of young people through integration between basic formation, professional qualification, and community action, with the purpose of promoting equality. The main goal of this study was to identify factors that influenced the permanence and conclusion of PROJOVEM activities, considered to be a boundary zone between family and work. Through the analysis of data on the ways of interacting with these possibilities—be they those offered by the program or those specific to other domains of the participants' lives—we have identified elements we consider capable of contributing to the participants' educational self construction. Once we observe their trajectories, we progressively follow the youngsters' educational self construction, always interacting with work and family contexts. We conclude with the idea that thinking about public policies for the education of poor youth in Brazil implies the need to consider a group of elements that encircle their realities—which are features of a present, contemporary time but also bring with each person their singularity. Contemporary demands, globalized discourse, and the work world's new requirements trigger a resignification of the schooling process.

DOI: 10.1007/978-3-319-18765-5_25

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