O direito à educação básica conforma direito de tipo especial, visto que sua proteção é condição necessária para o usufruto de todos os outros direitos fundamentais. A presente dissertação de mestrado procura analisar a extensão da proteção normativa concedida a esse direito nos Estados-Partes do MERCOSUL. Tal análise será feita mediante uma pesquisa conduzida em três níveis distintos, nomeadamente, o plano constitucional, internacional e o regional. Em virtude de sua natureza individual e coletiva, fundamental e humana, o direito à educação básica é tutelado nestes três planos, ensejando uma necessária apreciação de suas interelações. Desta forma, o presente estudo analisa não apenas as normas constitucionais em matéria educacional, mas se amplia para toda a produção de documentos internacionais tratados e declarações - que tutelam o direito à educação básica. Por último, analisaremos o papel da educação no fenômeno da integração mercosulina, concluindo que é inegável que a estruturação do Setor Educacional do MERCOSUL ainda não foi capaz de incrementar a proteção normativa do direito à educação básica, resumindo suas atividades à compilação de informações estatísticas, reconhecimento de diplomas e títulos de grau entre os Estados-Partes e fomento de uma mentalidade favorável à integração. Infelizmente a ousadia das declarações internacionais contrasta com a timidez das atividades mercosulinas. / The right to basic education conforms a special right, given that its protection is a necessary condition for the enjoyment of all other fundamental rights. This dissertation aims to analyze the extent of juridical protection granted to the right to basic education in the Member States of MERCOSUR. This analysis shall be done through a survey conducted at three different levels, namely, the constitutional level, international and regional. Because of their juridical nature as individual and collective, as fundamental and human, the right to basic education is protected in these three planes, allowing for a necessary appreciation of their interrelations. Thus, this study is not reduced to the educational provisions located on the constitutional plain, and contemplates the entire production of international documents - treaties and declarations - which protect the right to basic education. Finally, we analyze the role of education in the phenomenon of integration conducted in the MERCOSUR, concluding that it is undeniable that the structuring of the Educational Sector of MERCOSUR has not yet been able to increase the legislative protection of the right to basic education, summarizing its activities to the compilation of statistical information, recognition of degree certifications among States Parties, and promoting a spirit of integration. Unfortunately, the boldness of the international declarations contrasts with the timidity of the regional activities.

Thesis (M. Dev.) -- University of Limpopo, 2016 / This mini dissertation seeks to articulate the issues and challenges being faced by the rural South Africa pertaining to the aspect of providing ample access to quality education. The structures, policies and programs of the flows of apartheid are therefore compered and contrasted to the post-apartheid (1994) structures, policies and programmes. It further argues that any impediment to the right is in contrast to the spirit and purport of the provisions of the Bill of Rights enshrined in the South African Constitution of 1996 which provides for this constitutional right. Although there was a radical transition in educational policies and programmes from apartheid to postapartheid, till to date there are still numerous challenges within the basic and higher educational sectors within and between institutions. This mini dissertation recommends that government should make education completely free from levels such as primary, tertiary and the postgraduate levels, and to use education as an investment tool. In this regard, government will be investing in youth to contribute in developing solutions to aid the rural masses. It recommends that education be made compulsory from grade 1 to grade 12.

No description available.

<p>The UN Convention on the Rights of Persons with Disabilities (CRPD) is the latest human rights treaty at the UN level. The process leading to the adoption called attention to the plight of persons with disabilities, and redefined approaches to issues of disability. Fundamentally, the CRPD embodies a paradigm shift in thinking about disability. It embraces the social model of disability, in terms of which disability is a function of the interaction between a person with impairment and his or her environment as opposed to an inherent limitation of functioning. The social model is, in turn, anchored in a human rights approach to disability. No doubt, the adoption of the CRPD triggered immense optimism for the realization of the rights of persons with disabilities. One of the rights recognised under the CRPD is the right to education. Article 24(1) of the CRPD recognises the right of persons with disabilities to education and sets out the aims of such education. Article 24(2) sets out a number of principles to guide the implementation of the right. These include: non-exclusion from the general education system including non-exclusion of children with disabilities from free and compulsory primary education / access to inclusive quality and free primary education on an equal basis with other children in the communities in which children with disabilities live / reasonable accommodation of a student&rsquo / s needs / provision of support necessary to facilitate effective education / and provision of individualised support measures in environments that maximise academic and social development of the students with disabilities. It is generally accepted that the right to education is one of the most essential rights, particularly in light of its empowerment function that helps to facilitate the exercise of other rights. The primary level of education has particularly attained global recognition and priority in resource allocation and implementation. Primary education contributes significantly to the maximum development of the full human potential of children. There are therefore differentiated obligations for the right to primary education in international human rights. Nevertheless, there are still significant barriers to access to primary education, particularly in the African region. While children with disabilities have been excluded from education for a long time the world over, their exclusion in the African context is particularly endemic. The core purpose of this thesis is to determine how article 24(2) of the CRPD affects or is likely to affect primary education of children with disabilities, particularly in the context of developing countries. The focus of the enquiry is mainly the law and policy in this regard. The subject spans three main spheres of rights: children&rsquo / s rights, socioeconomic rights (particularly the right to education), and finally disability rights. Children&rsquo / s rights, especially since the adoption of the Convention on the Rights of the Child (CRC), are generally accepted. The right to education also has a long standing history, and whereas debate regarding the appropriate approaches to its implementation still abides, there is apparent normative and jurisprudential consensus on some aspects thereof, particularly at the primary education level. It is essential to determine the relational framework of these spheres with the disability rights established under the CRPD. The thesis finds that the CRPD does in fact redefine the parameters of the right to education as previously understood in international human rights instruments. Particularly, the expanded aims of education under article 24 call for education systems that recognise non-academic learning, such as the development of the talents or creativity of the learner. This provision is particularly significant to the child with disabilities. Also, while not establishing an entirely new right, the principles under article 24(2) establish actionable sub-entitlements that enhance the justiciability right to education for children with disabilities. However, it is apparent from the comparative studies that it is the implementation of these provisions that presents the greatest challenge for the realisation of primary education for children with disabilities. This suggests that whereas norm creation as under the CRPD may have the value of triggering and sustaining discourse on appropriate responses in the context of the education of children with disabilities, it is the translation of these norms into practical action points that is the determining factor for realization of the right.</p>

No description available.

<p>The UN Convention on the Rights of Persons with Disabilities (CRPD) is the latest human rights treaty at the UN level. The process leading to the adoption called attention to the plight of persons with disabilities, and redefined approaches to issues of disability. Fundamentally, the CRPD embodies a paradigm shift in thinking about disability. It embraces the social model of disability, in terms of which disability is a function of the interaction between a person with impairment and his or her environment as opposed to an inherent limitation of functioning. The social model is, in turn, anchored in a human rights approach to disability. No doubt, the adoption of the CRPD triggered immense optimism for the realization of the rights of persons with disabilities. One of the rights recognised under the CRPD is the right to education. Article 24(1) of the CRPD recognises the right of persons with disabilities to education and sets out the aims of such education. Article 24(2) sets out a number of principles to guide the implementation of the right. These include: non-exclusion from the general education system including non-exclusion of children with disabilities from free and compulsory primary education / access to inclusive quality and free primary education on an equal basis with other children in the communities in which children with disabilities live / reasonable accommodation of a student&rsquo / s needs / provision of support necessary to facilitate effective education / and provision of individualised support measures in environments that maximise academic and social development of the students with disabilities. It is generally accepted that the right to education is one of the most essential rights, particularly in light of its empowerment function that helps to facilitate the exercise of other rights. The primary level of education has particularly attained global recognition and priority in resource allocation and implementation. Primary education contributes significantly to the maximum development of the full human potential of children. There are therefore differentiated obligations for the right to primary education in international human rights. Nevertheless, there are still significant barriers to access to primary education, particularly in the African region. While children with disabilities have been excluded from education for a long time the world over, their exclusion in the African context is particularly endemic. The core purpose of this thesis is to determine how article 24(2) of the CRPD affects or is likely to affect primary education of children with disabilities, particularly in the context of developing countries. The focus of the enquiry is mainly the law and policy in this regard. The subject spans three main spheres of rights: children&rsquo / s rights, socioeconomic rights (particularly the right to education), and finally disability rights. Children&rsquo / s rights, especially since the adoption of the Convention on the Rights of the Child (CRC), are generally accepted. The right to education also has a long standing history, and whereas debate regarding the appropriate approaches to its implementation still abides, there is apparent normative and jurisprudential consensus on some aspects thereof, particularly at the primary education level. It is essential to determine the relational framework of these spheres with the disability rights established under the CRPD. The thesis finds that the CRPD does in fact redefine the parameters of the right to education as previously understood in international human rights instruments. Particularly, the expanded aims of education under article 24 call for education systems that recognise non-academic learning, such as the development of the talents or creativity of the learner. This provision is particularly significant to the child with disabilities. Also, while not establishing an entirely new right, the principles under article 24(2) establish actionable sub-entitlements that enhance the justiciability right to education for children with disabilities. However, it is apparent from the comparative studies that it is the implementation of these provisions that presents the greatest challenge for the realisation of primary education for children with disabilities. This suggests that whereas norm creation as under the CRPD may have the value of triggering and sustaining discourse on appropriate responses in the context of the education of children with disabilities, it is the translation of these norms into practical action points that is the determining factor for realization of the right.</p>

由M. McLuhan「地球村」與聯合國「世界鄰居」概念所洞見出世界的新景象，可讓人覺察到各國日益綿密之聯結。此種快速發展、且彼此牽動的網路系統，在國際間思想和價值傳遞上的影響更是迅速於過往，當我們將台灣目前的教育人權置於此一脈絡下檢視，更可發覺在國際人權法典的普世價值下，是必然要面對與追尋的道路－本研究計畫企圖以教育人權的哲學和法性格論證為分析基礎，演繹國際人權法典的教育概念與保障，對照台灣的教育法保障，進而反思全球普遍性價值與台灣在地價值的轉化。本研究論文擬以六個章節進行，先就國內現況、教育法學需求與普世化內涵疑義作為研究問題意識，從教育人權的脈絡與理論基礎開始理解，詮釋國際人權法典中的教育涵義，進而比較台灣教育人權法制中的現況與轉化，以後兩者為分析的兩大軸線，綜合論證各層面之癥結問題。嘗試就教育哲學與教育法學的跨領域對話方式建構出人權教育實踐的整全面向。 / From the concepts of global village by M. McLuhan and our global neighborhood by UN, the connections of ideas and values between nations are closer than ever. Under the influence of globalize tendency, this research tries to take philosophy and jurisprudence of the right to education as basis, analyzes the educational concepts from the international bill of human rights and comprises to the education law in Taiwan. This research, contains six chapters, begins from the critics to universal human rights and present education law in Taiwan, following by the historical development and theories of the right to education, and then analyze to international bill of human rights which connect to education. Lastly, with the intercources between the educational philosophy and law, this study provides full ranges of stretigies in emplementing human right education.

Submitted by Cristiane Oliveira (cristiane.oliveira@fgv.br) on 2011-06-10T20:35:53Z No. of bitstreams: 1 61080200035.pdf: 374766 bytes, checksum: 0ae6d2a483a2809afd04beab2862c95a (MD5) / Approved for entry into archive by Vera Lúcia Mourão(vera.mourao@fgv.br) on 2011-06-10T20:38:54Z (GMT) No. of bitstreams: 1 61080200035.pdf: 374766 bytes, checksum: 0ae6d2a483a2809afd04beab2862c95a (MD5) / Approved for entry into archive by Vera Lúcia Mourão(vera.mourao@fgv.br) on 2011-06-10T20:39:57Z (GMT) No. of bitstreams: 1 61080200035.pdf: 374766 bytes, checksum: 0ae6d2a483a2809afd04beab2862c95a (MD5) / Made available in DSpace on 2011-06-10T21:37:18Z (GMT). No. of bitstreams: 1 61080200035.pdf: 374766 bytes, checksum: 0ae6d2a483a2809afd04beab2862c95a (MD5) Previous issue date: 2010-05-10 / The Brazilian Federal Constitution of 1988, following the tendency of former legislative innovations, conferred to the Brazilian Public Prosecution Service an important role on the defense of public interests, among them the right to education. This masters thesis, which identifies and analyzes efforts of the Public Prosecution Service of the state of São Paulo to handle this function, was guided by the hypotheses that the actions of the Public Prosecution Service of the state of São Paulo in questions related to the right to education (i) guarantee the expression of the less empowered population’s interests; and (ii) are guided by a specific institutional strategy of the Public Prosecution Service in this area. The collected data lead to the conclusion that the actions of the Public Prosecutors of the state of São Paulo for the guarantee of the right to education (i) are not guided by an institutional project specifically designed for this area; (ii) vary mostly according to their personal motivations; and (iii) even if they are not guided by an institutional project specifically designed for this area, they have given rise to discussions about the defense of the right to education at the Supreme Court. / A Constituição Federal de 1988, seguindo a tendência de inovações legislativas anteriores, conferiu ao Ministério Público um importante papel na defesa dos interesses sociais, entre eles o direito à educação. Este trabalho, que identifica e analisa ações do Ministério Público do Estado de São Paulo no exercício dessa função, foi norteado pelas seguintes hipóteses: (i) a atuação do Ministério Público na área do direito à educação ocorre no sentido de garantir a expressão de interesses de grupos desfavorecidos economicamente; (ii) essa atuação é guiada por uma política institucional específica do Ministério Público do Estado de São Paulo para a área do direito à educação. Os dados levantados permitem concluir que a atuação dos Promotores de Justiça do Ministério Público do Estado de São Paulo na defesa do direito à educação (i) não é guiada por um projeto institucional especificamente delineado para a área; (ii) varia principalmente de acordo com suas motivações pessoais; e (iii) embora não seja guiada por uma projeto institucional específico para a área do direito à educação, vem pautando as discussões no Supremo Tribunal Federal na defesa desse direito.

O principal objetivo desta dissertação é compreender se o processo de institucionalização do Programa de Ações Afirmativas na Universidade Federal do Rio Grande do Sul (UFRGS) aproxima-se de perspectivas de cidadania, direito à educação e justiça social. O Programa de Ações Afirmativas da UFRGS foi implantado através da Decisão nº 134/2007 do Conselho Universitário (CONSUN) e renovado por mais dez anos através da Decisão nº 268/2012 do CONSUN. Como referencial teórico-conceitual para a compreensão do problema de pesquisa e análise dos dados empíricos apoiase especialmente nos estudos de: Souza (2003; 2004) sobre cidadania e desigualdade social no Brasil; Fraser (2006) sobre uma noção bidimensional de justiça social; Duarte (2007) com suas reflexões sobre direito à educação; Mainardes (2006) relatando a contribuição da abordagem do ciclo de políticas para a análise de políticas educacionais; Arroyo (2010) com suas importantes reflexões críticas sobre a análise de políticas educacionais; Castel (2000) e Batista (2007) com seus estudos sobre a noção de Estado e seu papel; Muller e Surel (2002) contribuindo para a análise de políticas públicas. A pesquisa e análise desenvolveram-se principalmente através do acesso a determinadas Atas de Sessões do Conselho Universitário (CONSUN) referentes aos momentos decisórios relacionados ao Programa de Ações Afirmativas adotado na instituição. Para análise das mesmas teve papel importante a perspectiva de análise de conteúdo de Bardin (1977) e análise de discurso de Bourdieu (1996). Como achados da pesquisa percebeu-se que o processo de institucionalização está carregado de contradições, embates e disputas em torno da política dentro da instância do CONSUN, cuja composição não favorece a participação paritária, favorecendo o poder de fala a determinado segmento. Comenta-se que foi possível perceber através do registro das falas dos conselheiros nas atas do Conselho distanciamento de reflexões sobre direito à educação e também a presença de mecanismos discursivos que naturalizam a percepção da realidade brasileira como desigual e meritocrática. / The main objective of this dissertation is to understand if the process of institutionalization of the Affirmative Action Program at the Federal University of Rio Grande do Sul (UFRGS) is close to perspectives on citizenship, the right to education and social justice. The Affirmative Action Program of UFRGS was implemented through Decision No. 134/2007 of the University Council (CONSUN) and renewed for another ten years through Decision No. 268/2012 of CONSUN. As a theoretical-conceptual reference for the understanding of the research problem and analysis of the empirical data, it is especially supported by the studies of: Souza (2003; 2004) on citizenship and social inequality in Brazil; Fraser (2006) on a two-dimensional notion of social justice; Duarte (2007) with his reflections on the right to education; Mainardes (2006) reporting the contribution of the policy cycle approach to educational policy analysis; Arroyo (2010) with his important critical reflections on the analysis of educational policies; Castel (2000) and Batista (2007) with his studies on the notion of State and its role; Muller and Surel (2002) contributing to the analysis of public policies. The research and analysis developed mainly through access to certain Sessions Sessions of the University Council (CONSUN) regarding the decision moments related to the Program of Affirmative Actions adopted in the institution. For their analysis, the perspective of content analysis of Bardin (1977) and discourse analysis of Bourdieu (1996) had an important role. As a result of the research, it was noticed that the institutionalization process is loaded with contradictions, conflicts and disputes around politics within the CONSUN body, whose composition does not favor equal participation, favoring speech power in a given segment. It is said that it was possible to perceive through the record of the councilors' statements in the minutes of the Council, distancing themselves from reflections on the right to education and also the presence of discursive mechanisms that naturalize the perception of the Brazilian reality as unequal and meritocratic. / El principal objetivo de este trabajo es entender el proceso de institucionalización del Programa de Acción Afirmativa de la Universidad Federal de Rio Grande do Sul (UFRGS) se acerca a las perspectivas para la ciudadanía, derecho a la educación y la justicia social. El programa de acción afirmativa de la UFRGS fue establecido por la Decisión n ° 134/2007 del Consejo Universitario (CONSUN) y renovó por otros diez años por la Decisión n ° 268/2012 del CONSUN. Como marco teórico y conceptual para entender el problema de la investigación y el análisis de datos empíricos se basa sobre todo en los estudios de Souza (2003, 2004) sobre la ciudadanía y la desigualdad social en Brasil; Fraser (2006) en un concepto bidimensional de la justicia social; Duarte (2007) con sus reflexiones sobre el derecho a la educación; Mainardes (2006) que informaron el enfoque de ciclo de la política de contribución al análisis de las políticas educativas; Arroyo (2010), con sus importantes reflexiones críticas sobre el análisis de las políticas educativas; Castel (2000) y Batista (2007) con sus estudios sobre la noción de Estado y su papel; Muller y surel (2002) contribuir al análisis de las políticas públicas. La investigación y el análisis desarrollado principalmente a través del acceso a algunos de los Minutos de sesión del Consejo de la Universidad (CONSUN) con respecto a los momentos de toma de decisiones relacionadas con el programa de acción afirmativa adoptada en la institución. Para el análisis de ellos jugado un papel importante la perspectiva de análisis de contenido de Bardin (1977) y el análisis del discurso de Bourdieu (1996). Como resultados de la encuesta se dieron cuenta de que el proceso de institucionalización está llena de contradicciones, conflictos y disputas sobre la política dentro de la instancia CONSUN, la composición de la cual no favorece la igualdad de participación, favoreciendo la capacidad de hablar a un segmento particular. Se dice que se reveló mediante el registro de los discursos de los directores en los minutos justo en reflexiones de Consejo de la educación a distancia y también la presencia de mecanismos discursivos que naturalizan la percepción de la realidad brasileña como desigual y meritocrático.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Nesta dissertação temos como foco de investigação os processos comunicacionais que articulam as ações e lutas de movimentos sociais populares, atuantes no município de São Gonçalo, cidade de periferia urbana, localizada no leste metropolitano do Rio de Janeiro. Através dos meios de comunicação e mídias, produzidos e ou apropriados por alguns movimentos listados, especialmente em se tratando de associações de moradores e amigos de bairro, buscamos pistas sobre como o direito à educação vem sendo implementado no município. Para tanto, temos como fonte documental a Lei N056/2006 que implantou o Plano Municipal de Educação de São Gonçalo (PMESG), estabelecido para o decênio 20062016, os Planos Nacionais de Educação (2000 e 2011), entre outros documentos legislativos que direcionam a garantia desse direito. Do ponto de vista metodológico, fazemos um levantamento das associações de moradores e amigos de bairro do município, e dos meios de comunicação e mídias utilizados por esses movimentos em suas lutas relativas ao direito à educação de qualidade social, tais como: ofícios, cartazes, jornais comunitários, blogs, sites, etc. Compreendemos que abordar tais meios produzidos pelos movimentos sociais populares de São Gonçalo, tendoos, como mecanismo contrahegemônico de luta política, significa também, recuperar a vigência do popular nos estudos históricos, resituando o lugar do popular como parte da memória na constituição do processo histórico pelos movimentos sociais nas lutas pelo direito à educação.