The article presents and discusses results of a research with educators from theProJovem Urbano (Urban ProYoungster) Program of the Metropolitan Region of São Paulo. The objective was investigating the experiences of the educators with the implementation of the program guidelines, and the possibility of building teacher-pupil relations characterized by the respect for difference and commitment to inclusion. The theoretical orientation is based on studies that see schools as a place for the reproduction of social inequalities, on authors that study how the relations between the school logics and the forms of socialization of popular families take place, and also on investigations about school and cultural diversity. The theoretical directions emphasize the process that converts differences in inequalities. In-depth interviews were carried out with educators from the ProJovem Program in order to understand whether the objectives and guidelines of the program bring educators and educated closer, helping to promote the joint production of knowledge, and contributing to the construction of more fair and respectful relations between teachers and pupils. The results confirm this possibility, clarifying the key role of the educator in the implementation of the program. Besides, the study also revealed problems such as the lack of support to educators and the precariousness of the work relations, which can jeopardize the results of the program.
ProJovem Urbano; Education policies; Youth policies