Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-02-15T11:42:47Z No. of bitstreams: 1 HermanoVictorFaustinoCamara_DISSERT.pdf: 1397433 bytes, checksum: 03d6c36508a25dabe32082ea3b114c13 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-02-16T13:51:23Z (GMT) No. of bitstreams: 1 HermanoVictorFaustinoCamara_DISSERT.pdf: 1397433 bytes, checksum: 03d6c36508a25dabe32082ea3b114c13 (MD5) / Made available in DSpace on 2018-02-16T13:51:23Z (GMT). No. of bitstreams: 1 HermanoVictorFaustinoCamara_DISSERT.pdf: 1397433 bytes, checksum: 03d6c36508a25dabe32082ea3b114c13 (MD5) Previous issue date: 2017-09-19 / O direito fundamental ? educa??o, que tem natureza social e demanda um agir positivo do Estado, compreende a forma??o cidad? e o preparo do educando para o exerc?cio da cidadania. Sua concretiza??o ? pressuposto para o exerc?cio de diversos outros direitos, pois n?o h? falar em dignidade humana sem a efetiva??o do direito ? educa??o. Nessa perspectiva, ? papel da educa??o a forma??o jur?dica elementar e a difus?o de conhecimentos relacionados ao conte?do constitucional, tanto no que diz respeito ? prote??o dada aos direitos fundamentais quanto no que tange ?s estruturas do Estado e aos mecanismos inerentes ? atua??o cidad?. Partindo desse pressuposto, analisa-se aqui a viabilidade de se incluir nos curr?culos da educa??o b?sica o ensino jur?dico-constitucional, com vistas ? efetiva??o da cidadania atrav?s do direito ? educa??o. Para isso, s?o consideradas as contribui??es das principais teorias curriculares cr?ticas e p?s-cr?ticas, promovendo-se um entendimento do papel da escola, que n?o mais deve servir meramente de aparelho ideol?gico do Estado para a reprodu??o do status quo, nos moldes da cr?tica althusseriana, mas deve, sim, servir de espa?o para a forma??o de humanidades e difus?o do respeito ?s demandas sociais e de reconhecimento das minorias. Essa reflex?o n?o pode desconsiderar a vasta teoriza??o em torno da sistem?tica da educa??o em direitos humanos, tend?ncia internacional que oferece diversos nortes para a aplica??o de pol?ticas p?blicas tendentes a promover a difus?o do ensino jur?dico-constitucional no ambiente escolar. A partir dessas teoriza??es, discutem-se aqui quais os conte?dos devem compor esse ensino jur?dico, e quais as metodologias adequadas para a concretiza??o dessa pr?tica, levando-se em conta toda a profus?o de possibilidades que a contemporaneidade coloca ? disposi??o de docentes e discentes, bem como a necessidade de se estabelecer uma pr?tica educativa pautada no di?logo e na forma??o de humanidades, bem como na constru??o de uma cultura de respeito aos direitos humanos. Ademais, s?o consideradas as experi?ncias pedag?gicas hist?ricas que j? tiveram lugar no Brasil relativamente ?s tentativas de promover o ensino jur?dico na educa??o b?sica, e, a partir da cr?tica a essas tentativas, comenta-se a proposi??o legislativa em curso no Congresso Nacional, o Projeto de Lei do Senado n? 70/2015, que visa alterar a Lei de Diretrizes e Bases da Educa??o para promover a inclus?o do ensino jur?dico-constitucional nos curr?culos da educa??o b?sica brasileira. Por fim, com base em todas as discuss?es promovidas, apresenta-se uma proposta de disciplina capaz de efetivar essa medida nas grades dos n?veis fundamental e m?dio de ensino no Brasi. / The fundamental right to education, the social nature and the demand for a positive act of the State, includes the formation of citizens and prepares education for the exercise of citizenship. Its implementation is a prerequisite for the exercise of several other rights, since there is no human dignity without an effective right to education. In this perspective, it is the role of elementary education and legal education and a diffusion of knowledge related to the constitutional content, both regarding the protection given to fundamental rights and not so important in the structures of the State and the mechanisms inherent in citizen action. Based on this assumption, we analyze the feasibility of presenting our curricula of the basic education of legal-constitutional education, with perspectives for the realization of citizenship through the right to education. Therefore, they are considered as contributions of the main critical and post-critical curricular theories, promoting an understanding of the role of the school, which no longer deserve the state ideology apparatus for a reproduction of the status quo, in the molds of the Althusserian critic Mas It should serve as a space for the formation of the humanities and the diffusion of respect for the demands and recognition of minorities. This reflection can not ignore the vast theorizing around the human rights education system, an international tendency and offer several nortes for an application of public policies tendencies to promote the diffusion of legal-constitutional education in the school environment. Once the content of legal education has been established, and as appropriate methodologies for the practice, taking into account a wide range of possibilities found in a disposition of teachers and students, as well as In building a culture of respect for human rights. In addition, they are considered as historical pedagogical experiences that have already taken place in Brazil, Brazil, Brazil, and Brazil, Senate Law no. 70/2015, which aims to amend a Law of Guidelines and Bases of Education to promote Inclusion of legal-constitutional education in Brazilian basic education curricula. Finally, based on all the discussions promoted, it presents a proposal of discipline capable of effecting this measure in the basic and medium levels of non-Brazilian education.