Abstract
This manuscript examines three critical questions related to the education of marginalized young people in Brazil: (1) to what extent does current government policy prioritize the education of marginalized young people; (2) what alternative models exist for addressing their educational needs and interests; and (3) what parameters can be further developed to maximize educational opportunities for this population? The research draws from a broad range of archival materials including federal/state publications, legislation, publications from non-governmental organizations and multilateral institutions, and a set of in-depth interviews conducted over a four-year period. This study addresses the educational opportunities of marginalized young people in Brazil - a group that is unique in characteristics, needs and dynamics - who are found to be continuously isolated from policy discourse. In making this argument, three models or 'responses', which specifically target the education of marginalized young people, are presented. Each model encompasses distinct dynamics and power relations between grassroots groups, state agencies and the young people themselves. Recommendations for new collaborative forms of policy making where grassroots groups and state entities work in partnership to prioritize the educational rights of marginalized young people are put forward.