Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2018-01-26T22:13:09Z No. of bitstreams: 1 DISSERTA??O de Diego Bruno de Souza Pires - Mestrado em EDUCA??O - UEFS.pdf: 1389424 bytes, checksum: 422a49b848bb4125c5c8f71f3b3e05b0 (MD5) / Made available in DSpace on 2018-01-26T22:13:09Z (GMT). No. of bitstreams: 1 DISSERTA??O de Diego Bruno de Souza Pires - Mestrado em EDUCA??O - UEFS.pdf: 1389424 bytes, checksum: 422a49b848bb4125c5c8f71f3b3e05b0 (MD5) Previous issue date: 2017-07-20 / This research deals with judicialization of education, highlighting the characteristics of academic productions produced by postgraduate programs in Brazil from 2000 to 2010, and the perspectives to understand this phenomenon, especially for the feasibility of the right to education. Thus, we aim to analyze - in a systematic way - the academic productions about the judicialization of education produced by the postgraduate programs in education in Brazil and to qualify the possible changes in the focuses and dimensions of these productions in the period from 2000 to 2010, as well as mapping these productions to characterize their directions and understanding to the possible contributions to the constitution of educational policies. This is a qualitative study of the state of knowledge and, therefore, seeks to apprehend the tendencies in academic production based on thematic categories, exploring the repertoire of the selected texts, their argumentative characteristics, theoretical and methodological options and context. It has as a north a historical understanding of the right to education, from the understanding brought by Norberto Bobbio. In this approach, the right to education, the Judicialization and the Reservation of the possible were chosen as categories of analysis. In the analyzed productions the diversity of dimensions and terminologies are perceived, defending the judicialization as an instrument that imposed access to school, but, at the same time, it has become a phenomenon that for some time has extrapolated this limit, to cover thematic and diverse approaches such as the quality of education and education, and also to stimulate fronts of interventions such as supervising, interfering and formulating public policies and, in some cases, controlling didactics and school pedagogy, mitigating executive skills. / Esta pesquisa p?e em relevo o tema da judicializa??o da educa??o, tomando como quest?o as caracter?sticas das produ??es acad?micas sobre a judicializa??o da educa??o produzidas pelos programas de p?s-gradua??o em educa??o no Brasil, no per?odo de 2000 a 2010, e as perspectivas que elas aportam para o entendimento desse fen?meno, especialmente para a exequibilidade do direito ? educa??o. Com isso, temos o objetivo de analisar - de forma sistem?tica - as produ??es acad?micas sobre a judicializa??o da educa??o produzidas pelos programas de p?s-gradua??o em educa??o no Brasil e qualificar as poss?veis mudan?as nos enfoques e dimens?es dessa produ??o no per?odo de 2000 a 2010, bem como fazer um mapeamento dessas produ??es no sentido de caracterizar seus direcionamentos e compreender suas poss?veis contribui??es para a constitui??o da ?rea de pol?ticas educacionais. Trata-se de um estudo de natureza qualitativa, do tipo estado de conhecimento e que, portanto, busca apreender as tend?ncias na produ??o acad?mica baseando-se em categorias tem?ticas, explorando o repert?rio dos textos selecionados, suas caracter?sticas argumentativas, op??es te?rico-metodol?gicas e o contexto circunstanciado. Tem-se como norte uma compreens?o hist?rica do direito ? educa??o, a partir do entendimento trazido por Norberto Bobbio. Neste enfoque, elegeu-se como categorias de an?lise o Direito ? educa??o, a Judicializa??o e a Reserva do poss?vel. Nas produ??es analisadas se faz percept?vel a diversidade de dimens?es e terminologias, defendendo a judicializa??o como um instrumento que impunha o acesso a escola, mas, ao mesmo tempo tem se constituindo em um fen?meno que j? h? algum tempo extrapolou esse limite, passando a abranger tem?ticas e enfoques variados, tais como a qualidade do ensino e da educa??o, passando tamb?m a estimular frentes de interven??es tais como fiscalizar, interferir e formular as pol?ticas p?blicas e, em alguns casos, controlar a did?tica e a pedagogia escolar, mitigando as compet?ncias executivas.