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Magister Legum - LLM

This study focuses on the Muslim Turkish minority in Greece and the development of its educational rights. It starts with the 1923 Lausanne Treaty that established the minorityhood of the Muslim ummah for the former Ottoman territory and explores various aspects of Minority education between then and the end of the 2000s. While doing so, it treats these rights as individual rights with a collective aspect; some of the individual rights of minorities can only be enjoyed together with others. Also, it draws a direct correlation between the Minority's education and its rights. That is, in the case that the education level of the Minority was high, there was less discrimination against members of the Minority, since they had the linguistic skills, educational background and self-confidence to fight against violations of their rights by the host country, Greece. Also, it emphasizes the involvement of external actors in the development of Minority education in Western Thrace. Concerning the development of Minority education, this study argues that minorities' rights are not only ‘given' by host states but also ‘claimed' by members of minorities through various struggles at the local, national and international level. Also, as well as the Minority and the Greek state, various external agents, such as Turkey and the European Union, are also involved in the struggle between the Minority and the Greek state over the former's education. The impact of these agents on the survival of the Minority's educational rights was immense, particularly from the 1980s onwards. It was primarily the inclusion of these external actors that pushed Greece to change its discriminatory policy against the Minority in 1991. This study demonstrates that a number of the individual rights emanating from the Minority's Greek citizenship have only been recognized since 1991. Nonetheless, I conclude that in spite of some improvements, the Minority's difficulties in the realm of rights with collective aspects, such as education of Minority students in a bilingual environment, persist.

After the 9/11 terrorist attacks in the United States of America, there has been a shift in the policies of many countries to combat terrorism. Terrorism has had a devastating effect on many citizens of the world. These include „the enjoyment of the right to life, liberty and physical integrity of victims. In addition to these individual costs, terrorism can destabilise Governments, undermine civil society, jeopardise peace and security, and threaten social and economic development.‟1 All of these also had a real impact on the enjoyment of human rights. Therefore the fight to curb further terrorist attacks is paramount. States are charged with the responsibility of curbing terrorism by their citizens. But with responsibility comes obligations to the citizenry.2 States should therefore not engage in policies or actions that further deprive others of their enjoyment of human rights. This is well put by Hoffman when he says „history shows that when societies trade human rights for security, most often they get neither.

After the 9/11 terrorist attacks in the United States of America, there has been a shift in the policies of many countries to combat terrorism. Terrorism has had a devastating effect on many citizens of the world. These include „the enjoyment of the right to life, liberty and physical integrity of victims. In addition to these individual costs, terrorism can destabilise Governments, undermine civil society, jeopardise peace and security, and threaten social and economic development.‟1 All of these also had a real impact on the enjoyment of human rights. Therefore the fight to curb further terrorist attacks is paramount. States are charged with the responsibility of curbing terrorism by their citizens. But with responsibility comes obligations to the citizenry.2 States should therefore not engage in policies or actions that further deprive others of their enjoyment of human rights. This is well put by Hoffman when he says „history shows that when societies trade human rights for security, most often they get neither.

Orientador: Maria do Carmo Monteiro Kobayashi / Banca: Tania Ramos Fortuna / Banca: Rosa Maria Manzoni / Resumo: Analisando as ações docentes, é evidente que a infância vem sendo retirada das crianças, em nível crescente e precoce. Nesse contexto, a priorização de conteúdos curriculares ganha espaço, enquanto que os momentos lúdicos passam a ser menos frequentes. Assim, os jogos, as brincadeiras e os brinquedos são interpretados como desnecessários, e, por isso, devem ser deixados de lado na escola - um ambiente sério, local de aprender. Contudo, tais práticas vão de encontro aos próprios direitos da criança, preconizados na Constituição Federal (BRASIL, 1988) e nas Diretrizes Curriculares Nacionais da Educação Básica (BRASIL, 2010b), que ressaltam o dever de toda a sociedade em zelar pela infância, oportunizando o brincar, de modo a assegurar às crianças os seus direitos, e de aprender sem a antecipação de conteúdos curriculares. É diante dessas contradições, que se tem discutido sobre a inserção de brincadeiras no processo de aprendizagem, inclusive em cursos de formação continuada, como, o Pacto Nacional pela Alfabetização na Idade Certa (BRASIL, 2012a). Objetiva-se, então, avaliar se o direito à infância e o direito de aprendizagem e do brincar estão assegurados nos anos iniciais do Ensino Fundamental - EF em escolas públicas de Bauru - SP, e se o desenvolvimento de práticas pedagógicas se relaciona à formação lúdica docente. Além disso, avaliar-se-á como a ludicidade em sala de aula é inserida nas práticas pedagógicas. Este trabalho caracteriza-se como uma pesquisa documental e bib... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: When analysing teaching actions, it becomes evident that childhood has been taken away from children, in a precocious and increasing level. In this context, the prioritisation of curricular content gets increasing attention while ludic moments become less frequent. Thus, games, plays and toys are interpreted as unnecessary, and, therefore, should be left aside in the school - a serious environment and a place of learning. However, such actions go against the Children's Rights, which are present in the Federal Constitution (BRASIL, 1988) and in the National Curricular Guidelines for Basic Education (BRASIL, 2010b). Both emphasise the obligation of every society to watch over childhood, creating opportunities for play, in order to ensure their rights, learning without the anticipation of curricular content. In the light of those contradictions, the insertion of plays in the learning process has been discussed, including the courses of continued formation, like the National Pact for Literacy in the Right Age (BRASIL, 2012a). Therefore, it is objective of the present study to evaluate if the right to childhood and the right to learn and play are secured during the initial years of the Elementary School - ES of the public schools in Bauru - SP, and if the development of pedagogical practices is related to the teacher's ludic formation. Besides that, it is evaluated how the ludic moments in the classroom are inserted in pedagogical practices. This study is characterised as a docume... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2014-06-11T19:25:39Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-03-18Bitstream added on 2014-06-13T19:33:06Z : No. of bitstreams: 1 cabral_km_me_prud.pdf: 868084 bytes, checksum: 7f340bc9f034e463289b1b4a937ee770 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A proposta desta pesquisa é analisar a possibilidade que a sociedade brasileira possui de buscar o Direito ao ensino fundamental de qualidade junto ao Poder Judiciário, quando este Direito, que deveria ser assegurado pelos órgãos competentes (Poder Executivo), for violado, desrespeitado e/ou não efetivado. O objetivo do trabalho, portanto, é verificar se é possível exigir judicialmente o Direito a um ensino fundamental de “qualidade”, conforme prevê o artigo 206, inciso VII, da CF e, também, de que forma isto se pode ser efetuado. O Direito à educação de qualidade é um Direito inerente à pessoa humana, um Direito Fundamental, garantido pela Constituição Federal, pela LDB, pelo Plano Nacional de Educação e pelo Plano de Desenvolvimento da Educação, e, portanto, por ser característica essencial de todos os seres humanos, não poderia ser desrespeitado. Isto porque, o cerne da educação escolar é produzir e transmitir conhecimento e é através dele que o homem pode vir a transformar a natureza, organizar-se socialmente e elaborar a cultura. Assim, se a educação que os alunos brasileiros estão recebendo não é de qualidade, não há a possibilidade de produzir este conhecimento. Por isso, apesar da dificuldade para determinar a “qualidade da educação”, é importante esta discussão, para que se possa suscitar sua exigibilidade judicial dos órgãos competentes (Poder Executivo), quando não cumprida devidamente. Na prática, a exigência do Direito à Educação guarda enormes desafios, tanto quanto ao despreparo do Sistema de Judiciário Brasileiro para lidar com esta temática, como na ausência ou ineficácia de políticas públicas que garantam este Direito, sobretudo o Direito à qualidade desta educação. Esta pesquisa apresenta, portanto, como resultado principal alguns meios jurídicos capazes de garantir a qualidade do ensino fundamental, partindo, esta exigibilidade... / The aim of this research is the analyze the possibility of Brazilian society to demand the right to quality in education, in the “ensino fundamental” in the Judiciary Power, when this right, that should be assured by the competent power (Executive Power), is violated, disrespected or not effectuated. The objective of this work, therefore, is to verify if it is possible to demand in court the right to “quality education”, that is written in the Federal Constitution, article 206, incise VII, and, also, how can it be put into effect. The right to quality education is a right that is inherent to every human person, a Fundamental Right, assured by the Constitution and other lacus such as the 9.394/96, the National Plan of Education and the Plan for the Development of Education and, therefore, being inherent to every human person, could not be disrespected. That’s because the very core of Education in Schools is the transmission and production of knowledge and it’s thru it that men can transform nature, organize themselves on a society and elaborate culture. So, if educations that Brazilian students are getting have no quality, there’s no may to produce this knowledge. Therefore, in spite of the difficulty to determine “quality of education”, this is an important discussion, in order to make possible this quality education to be demanded, thru Judiciary Power, from the instances that are supposed to carry it out, when they are not doing so. Practically, the demand to the right of education yields huge challenges, referring both to the little preparation that the Judiciary System has to deal with this theme, and to the absence or ineffectiveness of public policies aimed at guaranteeing this right, especially the right to the quality of this education. Therefore, this research presents, as its main result, same legal means able to guarantee the quality of this education...

Orientador: Maria Teresa Micely Kerbauy / Banca: Ricardo Ribeiro / Banca: Sebastião de Souza Lemes / Banca: João Ferreira de Oliveira / Banca: Elisangela Alves da Silva Scaff / Resumo: A presente tese tem como objetivo geral desenvolver uma análise comparativa sobre o ordenamento legal dos países membros (Argentina, Brasil, Paraguai, Uruguai e Venezuela) do Mercado Comum do Sul (Mercosul), considerando a garantia do direito à educação. Por sua vez, os objetivos específicos são: Identificar a relação entre o direito internacional público e o direito humano à educação; Compreender a inserção do Mercosul no contexto da globalização e integração regional; Analisar as metas dos Planos de Ação do Setor Educacional do Mercosul, no período de 1992 - 2015, como diretrizes para a definição de políticas públicas voltadas para a promoção do direito à educação básica e; Analisar, comparativamente, a garantia do direito à educação básica à luz dos indicadores educacionais dos países membros do Mercosul. Para tanto, foi realizada, mediante metodologia de estudo comparado, uma pesquisa bibliográfica e documental com enfoque qualitativo. A fonte documental é constituída pelos seguintes documentos: Constituições vigentes dos países que compõem o referido bloco; Legislação educacional (Lei de Diretrizes e Bases e/ou legislação equivalente), os Planos de Ações do Setor Educacional do Mercosul, assim como outras normatizações que complementam as leis educacionais dos países visando comparar aspectos referentes à obrigatoriedade, gratuidade, financiamento e organização dos sistemas de ensino. Ademais, a discussão versa pela comparação e confronto dos ordenamentos... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The main objective of this thesis is to develop a comparative analysis of the legal framework of the MERCOSUR member countries (Argentina, Brazil, Paraguay, Uruguay and Venezuela), considering the guarantee of the right to education. In turn, the specific objectives are: To identify the relationship between public international law and the human right to education; Understand the insertion of Mercosur in the context of globalization and regional integration; Analyze the goals of the Action Plans of the Mercosur Education Sector, from 1992 to 2015, as guidelines for the definition of public policies aimed at promoting the right to basic education; Analyze, comparatively, the guarantee of the right to basic education in the light of the educational indicators of Mercosur member countries. For that, a bibliographic and documentary research with a qualitative approach was carried out, using a comparative study methodology. The documentary source is constituted by the following documents: Constitutions in force of the countries that make up said block; Educational legislation (Law on Guidelines and Bases and / or equivalent legislation), Mercosur Educational Sector Action Plans, as well as other regulations that complement the educational laws of the countries in order to compare aspects related to the obligatory, gratuitous, financing and organization of the systems education. In addition, the discussion is related to the comparison and comparison of legal orders, data of educational indicators, with the reflections raised by the literature of the area, seeking to highlight advances and limits in the legal scope of protection of the right to education, whose reality needs investigations . In the context of Mercosur, we observe that the right to education has been consolidated in the constitutions and infraconstitutional legislations... (Complete abstract eletronic access below) / Doutor

This research approached the issue of the right to education for children with disabilities in Rwanda. It sought to analyse Rwandan international obligations regarding the right to education of the above mentioned category of children. It also sought to explore Rwandan legal and policy frameworks that were designed to protect and promote the right to education of these children. The research found that some of the provisions of Rwandan legal frameworks do not align with international standards because they focus on segregation rather than on inclusion. The study found also that some policy and strategic frameworks, either overlook the issue of the inclusive education, or do not provide comprehensive strategies to deal with this human rights issue. The research recommended that the amendment be made with respect to the policy and strategic plan framework that disregard or do not provide comprehensively the right to education for children with disabilities. It also urged that the discriminatory provisions be repealed. Finally, the research recommended that the GoR should elaborate a specific policy that promotes inclusive education in order to reach to the education for all by 2015. / Dissertation (LLM)--University of Pretoria, 2013. / gm2014 / Centre for Human Rights / unrestricted