Orientador: José Roberto Rus Perez / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-21T15:10:15Z (GMT). No. of bitstreams: 1 Assis_AnaElisaSpaolonziQueiroz_D.pdf: 5942990 bytes, checksum: 88525d773f9200df808d901138613bec (MD5) Previous issue date: 2012 / Resumo: Trata-se de pesquisa interdisciplinar na área de Políticas Públicas, Direito e Educação, cujo objetivo principal foi pesquisar como o Poder Judiciário atua diante do controle de políticas públicas educacionais para a efetivação do direito à educação sob o Princípio da Dignidade da Pessoa Humana. O estudo foi feito através de quatro metodologias, a saber: fundamentação teórica do estudo para consolidação do diálogo entre as ciências; interpretação zetética dos textos legais em contraposição à interpretação puramente dogmática; análise institucional, no que tange à discussão dos Poderes Públicos, Ministério Público e Conselho Tutelar e suas relações com as fases das políticas educacionais; e estudo de casos como a Ação Civil Pública contra município no oferecimento de vagas e a Ação Civil Pública que problematiza a progressão continuada. Os resultados obtidos demonstram, dentre outras coisas, que a judicialização é importante e pode ajudar na avaliação da política educacional quando não incorre em ativismo, característica que não é essencialmente judicial; e que a educação básica não deve ser encarada como direito público subjetivo em uma interpretação extensiva da Constituição correndo o risco de resultar em uma afronta à dignidade humana. / Abstract: This is a interdisciplinary research in the area of Public Policy, Law and Education, which the main objective was to investigate how the judiciary operates on the control of public policy education for the effective of the right to education under the Principle of Human Dignity. The study was done by four methods, namely: theoretical study for consolidation of dialogue between the sciences; zetetic interpretation of legal texts opposed to a purely dogmatic interpretation; institutional analysis, regarding the discussion of public Powers, Parquet and Guardian Council and its relations with the phases of educational policy; and case studies as the Public Civil lawsuit against the municipality in providing enrolments, and the Public Civil lawsuit which questions the continued progression. The results show, among other things, that the judicialization is important and can help in the evaluation of educational policy, when it not incurs in activism, a characterist ic that is not essentially judicial; and the fact that basic education should not be understand as a subjective public right under a extensive interpretation of the Constitution in danger of resulting in an affront to human dignity. / Doutorado / Politicas, Administração e Sistemas Educacionais / Doutor em Educação

Non-governmental organisations (NGOs) have been criticised for depoliticising development through focusing on alleviating suffering rather than on addressing the root causes of poverty and underdevelopment. This research explores whether and how NGOs can act in ways that do not depoliticise development. The research focuses on education NGOs and in particular on the NGO GADRA education in Grahamstown, South Africa, to provide insights into ways in which politically conscious leadership of NGOs attempt to deal with the contradictions that are inherent in this field of work. This research provides a brief history of the South African Education system as a means to set a basis for the discussion of the role of education NGOs in the country. Furthermore it looks at the work that is done by GADRA education in the Grahamstown community. The thesis makes the argument that education NGOs can act in ways that do not depoliticise development because by providing access to education for people who are structurally excluded from education, they contribute to shifting power. This research found that although the leadership of GADRA Education acknowledge that they are confronted with great challenges in terms of how to bring about changes in the education system, they are hopeful that advocating for quality education will bring about the potential for the disruption of power relations as they exist between the state organs and the public.

Magister Legum - LLM / South Africa

The concept ‘human rights’ has become a buzz word to which different people attach different meanings. There are persistent media reports of human rights abuses, especially the right to education. There are seldom reports on human rights observances and responsibilities aligned with the exercise of each right in schools. South Africa joined the democracy of the world when she stepped out of the apartheid regime and adopted a new constitution underpinned by the democratic values of human dignity, equality and freedom. Prior to 1994, human rights were not guaranteed to everyone. With the dawn of the new democracy, learners were confronted with a panoply of human rights, which they must access, and exercise. The right to education is one of these human rights. The right to education has now been awarded the status of a core human right, without which the possibility of the enjoyment and access to other human rights becomes tapered. The realities revealed by the literature are that more learners enrol in primary schools in large numbers, only to drop out later without acquiring functional literacy levels. Most of those who succeed in reaching secondary school level drop out too, with the consequence that very few learners are able to continue to tertiary level. Even though there is a host of scholarship on the topic of learners’ rights in general, the voices of learners with regard to their right to education are relatively silent. Given the above background, this case study seeks to explore, understand and analyse secondary school learners’ knowledge and understanding of human rights, in particular their right to education. The investigation of this topic was twofold. Firstly, I explored learners’ knowledge of the scope of their right to education and secondly, from their responses, I determined their level of understanding. This study was conducted within the interpretive research paradigm. It is of fundamental importance to investigate learners’ understanding of their right to education and the levels of rights reasoning at which they operate, since learners are the real beneficiaries of the right to education and the sustenance of the democracy depends on them. In short, research on learners’ understanding of their right to education is critical to the development of curriculum, structures and procedures that will permit learners to exercise the rights due to them and to ensure that the purpose underlying each particular right is fulfilled. I purposively sampled one rural public secondary school in the Soutpansberg East circuit, Vhembe district in the Limpopo Province. During inductive data analysis, four patternsemerged from within the data: (a) the absolutising of the right to education by some of the learners; (b) not understanding how the right to education is limited within the context of the school; (c) assertion of the right to education and (d) non-assertion of the right to education based on three levels of human rights reasoning. The main findings revealed firstly that although some of learners are au fait with the fact that their right to education, like all other human rights, involves responsibilities and that through the right to education various opportunities may be accessed, they still have limited knowledge regarding their right to education. Secondly, some learners are less conversant with regard to the exercising of their right to education. In addition, although learners exhibited three levels of human rights reasoning, their responses showed mostly levels I and II, and little level III of human rights understanding and reasoning. Lastly there were some isolated cases where learners’ responses revealed their uncertainty as to whether or not they in reality have the right to education. These findings can be ascribed to (a) the authoritarian school system where “you do it our way” (conformity) is emphasised; (b) lack of prior exposure to human rights experiences; (c) grinding poverty; and (d) cultural background. Theoretical and practical recommendations, as well as suggestions for future research were identified. / Thesis (PhD)--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

This treatise investigates the potential for law (including courts and tribunals) to intervene and act as a lever for the protection and advancement of the rights of the child including the right to basic education. The dissertation critically explores the debate on the educator‟s right to strike and fair labour practices and the child‟s right to education, by assessing the rights and liberties, which accrue to educators and the child (learners) in terms of existing law. The South African Constitution has made specific provision for the protection of the rights of children and the rights of educators and these rights are fundamental to the development of a society in transition. The vexed question that arises is whether these rights can co-exist in a society that has inherited a legacy of discrimination and inequality. The consequences of this legacy have resulted in the rights of educators competing with those of learners. The normalisation of the balance of these opposite rights is the challenge that lies ahead and this process will require intervention of all stakeholders rather than purely legislative intervention. This dissertation recommends a consensus-based approach, which is the most appropriate solution to balance the rights of educators with this of the child‟s right to education, as opposed to a declaration of the education sector as an essential service. It further proposes the establishment of a more structured and organised forum / institution and its sole purpose would be to deal with the individual or collective rights of educators that compete with the rights of learners.

Because of the impact of teacher strikes on education there has been a call to declare the teacher‟s profession an essential service and thus prohibit them from striking. This call was made by the Democratic Alliance (DA). The Democratic Alliance arguments in their application to the Essential Services Committee was based on the fact that education in South Africa is in a crisis and the life-altering inconvenience this caused for children. The combined teacher unions in the Education Labour Relations Council (ELRC) expressed their concerns over the DA‟s call for education to be declared an Essential Service. The Bill of Rights grants every employee the fundamental right to strike. This is an absolute and should always be exercised under certain controlled conditions, as stipulated by the Labour Relations Act 66 of 1995. Convention 87 of the International Labour Organising (ILO) recognises the right of trade unions, as an organisation of workers set up to further and defend their interest (Article 10), to formulate their programs and organise their activities (Article 3); this means that unions have the right to negotiate with employers and to express their views on economic and social issues affecting the occupational interest of their members. This constitutes the position that the right to strike is one of the legitimate and indeed essential means available to workers for furthering and defending their occupational interest. Balanced against the right of every teacher to strike is the right of everyone to have a basic education as set out in section 29 of the Constitution. In terms of section 29(1)(a) everyone has a right, enforceable against the state, to basic education. This creates a strong positive right. Aspects of the right to education are found in human rights treaties and declarations. This right to education is contained in article 26 of the Universal Declaration of Human Rights (1948) which states that “everyone has the right to education”. The International Covenant of Economic, Social and Cultural v Rights of 1966 covers the right to education comprehensively, especially article 13 and 14. In 1989 the Convention on the Rights of the Child further confirmed this right. The right to a basic education is further enhanced by section 28(2) of the Constitution “(a) child‟s best interest is of paramount importance in every matter concerning the child”. It is significant to note that in 2007 the Constitutional Court elevated the “best interest” principle to a right. This implies that the best interest of the child would be the decisive factor in each matter that affects the child. In deciding to declare the teaching profession as an essential service constitutional rights must be balanced. These are the right to strike, the right to a basic education and the best interest of the child principle.

L'éducation d'aujourd'hui en Chine est une oeuvre tant individuelle qu'étatique. Elle rattache strictement le développement de l'individu et l'avenir de l'État. Après une trentaine années du développement depuis la politique d'ouverture et de réforme en 1978, le système éducatif chinois est modernisé et complété. L'État, débiteur du droit à l'éducation, prend enfin en charge son devoir d'organiser l'enseignement public et de surveiller l'enseignement privé, ce dernier étant auparavant interdit dans l'histoire chinoise. L'enseigné chinois bénéficient alors le droit à l'éducation et la liberté d'enseignement. Pour autant, dans la notion de communauté éducative qui se construit, les enseignants-chercheurs apparaissent aussi indispensables pour réaliser les missions de l'éducation. Comment garantir leurs droits et libertés dans leurs vies professionnelles ? C'est une question aussi primordiale. L'indépendance de leur statut, par rapport à l'établissement d'enseignement et aux autres administrations est sans aucune doute une garantie importante. Les enseignants chinois, disposent-ils d'un tel statut ? Et, dans leurs activités d'enseignement et de recherche, jouissent-ils pleinement de la liberté d'expression ? Si ces droits et libertés de l'éducation ne sont pas encore protégés de manière parfaite, c'est parce que la Chine peine à construire un État de droit et une société démocratique. L'adoption d'une législation suffisante et cohérente est un atout considérable dans ce processus de développement. Quelles mesures doit-on prendre pour mettre un terme aux sources de désordre, et, trop souvent d'inégalité ? / Today's education in China is an individual as well as a State's undertaking. It combines the strictly individual development and the future of the State. After thirty years of development since the opening and reform policy in 1978, China's education system was modernized and expanded. The State, as a debtor of the right to education, finally takes charge of this duty to organize public education and supervise private education, previously banned in Chinese history. People taught in China got right to education and freedom of education. However, to achieve this notion of educational community, the teachers and/or researchers must be mainly associated in performing this broad function of education. How to ensure their rights and freedoms in their career? It is also a key issue. Undoubtedly, independence of their professional status with respect to the institution and to other jurisdictions is a fundamental guarantee. Do Chinese teachers have such a status? And, in their teaching and researching activities, have they a complete freedom of expression? If these rights and freedoms of education are not yet fully protected, China struggling to find common ground between rule of law and democratic society, adoption of an adequate and consistent legislation will be a major asset to identify a real development process. What measures need to be taken to put an end to educational disorders, and, too often, inequalities?

Este trabalho tem como objetivo analisar a o direito à educação no Brasil, focalizando o Período Imperial (1822 a 1889). A reflexão incorpora uma análise históricocomparativa acerca do sentido do direito à educação, sua interpretação nos documentos legais e o correspondente debate legislativo. O mapeamento realizado observou a inserção da gratuidade e da obrigatoriedade na legislação. Vale ressaltar que a gratuidade foi explicitada na Constituição Política do Império do Brasil, de 1824. Com o Ato Adicional, em 1834, descentralizou-se a administração pública, ficando a educação primária a cargo das províncias. Assim, a gratuidade não se efetivou em algumas delas no período estudado. Já a obrigatoriedade enfrentou resistências e permeou inúmeros debates parlamentares, de modo que sua implantação aconteceu pontualmente apenas em algumas legislações provinciais. Apesar da explicitação do direito à educação, enquanto dever do Estado, só ter sido realizada no nível federal com a Constituição de 1969, o presente trabalho indica que, em nível provincial, houve inserções já no Período Imperial. / The purpose of this study is to analyze the idea of the right to education during the Imperial Period (1822 to 1889). The reflection incorporates comparative historical analyzes about the right to education, its interpretation on the legal documents and corresponded debates. The right to education mapping began with the observation of the concept of free tuition and compulsory education by the law. In 1824, the Imperial Constitution (Constituição Política do Brasil Imperial) established the principle of free tuition to elementary schools. With the Amendment Constitutional (Ato Adicional) of 1834 the public administration was decentralized and the provinces were made responsible for primary education. But it was not applied at some provinces at that time according this research. On the contrary, the compulsory concept was discussed by the parliament, so it was implemented in a punctual way, just established as a law in some provinces. Although the right to education as a state duty was officially declared only in 1969, this study shows that there were previous statements, in some provinces, during the Imperial Period.

Made available in DSpace on 2017-06-01T18:18:04Z (GMT). No. of bitstreams: 1 dissertacao_wagner.pdf: 1434670 bytes, checksum: 09d8a4d662854e9960b7652f4e61072d (MD5) Previous issue date: 2011-04-04 / Sem Abstract / O povo brasileiro, em sua larga maioria, não tem iguais oportunidades (igualdade material), exatamente porque não tem como usufruir de um processo educativo que viabilize seu pleno desenvolvimento enquanto pessoa, que o prepare para o exercício da cidadania e que o qualifique para o trabalho, tudo em ordem a torná-lo, não mero passageiro, mas condutor de sua vida. Como, então, inserir, de modo sustentável, o (Dever)-(Poder) Judiciário no processo de efetivação da política pública de Estado (e não meramente de Governo!) direcionada para a educação, tal como assimilada pelo texto constitucional, tendo em vista a omissão dos dois outros Deveres-Poderes, redimensionando - com razoabilidade, proporcionalidade e no limite - a exceção da Reserva do Possível ? Segundo conhecido forismo, antes de pensar a reforma, é preciso reformar o pensamento . Por isso, o trabalho se propõe a investigar a efetivação do direito fundamental à educação pela via da decisão judicial, enfrentando o obstáculo da chamada cláusula da reserva do possível. A idéia central é traçar um diagnóstico da posição do Supremo Tribunal Federal por meio de uma pesquisa empírica que consiga catalogar, por amostragem, decisões envolvendo o direito à educação e a reserva do possível julgadas na Corte após 1988. Com isso, a dissertação busca inicialmente trabalhar o significado atual do direito fundamental prestacional à educação, bem como o que é a reserva do possível aos olhos do Supremo Tribunal Federal e, posteriormente, verificar se o discurso da reserva do possível é utilizado nos seus acórdãos de forma coerente pela própria Corte ou se é utilizado de maneira casuística, sem parâmetros de controle da decisão judicial. Outrossim, procura-se investigar se o exercício da jurisdição que encerra o direito prestacional se dá predominantemente pelo método difuso ou pelo método concentrado, bem como quem mais aciona a Suprema Corte em face de tal matéria. A dissertação também objetiva trazer para o debate a idéia de que, sendo a cidadania uma cláusula pétrea, não pode nem deve ficar à mercê de omissão ou inércia de qualquer dos Deveres-Poderes, até porque omissões assim violam, por via oblíqua, o art. 60, § 4º, da Constituição Federal. Ora, cláusulas pétreas apenas são modificáveis e/ou suprimíveis por atuação do dever-poder constituinte originário. Desse modo, havendo, por inércia do Dever-Poder inadimplente, uma supressão de fato, seja ela parcial ou total, de direito fundamental, surge, em contraponto, a necessidade de uma resposta institucional hábil à defesa da ordem pública, aqui entendida como o regular funcionamento dos deveres-poderes, e, porque não dizer, do próprio Estado, ostentando o Judiciário a qualificação suficiente para dar essa resposta, com destaque para o Supremo Tribunal Federal, que tem por missão precípua a guarda da Lex Mater

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-07-01T15:31:51Z No. of bitstreams: 1 Juliano Cesar Aparecido Sanches.pdf: 3249451 bytes, checksum: 56fd0418517000ae71c3d7eec75f77da (MD5) / Made available in DSpace on 2016-07-01T15:31:51Z (GMT). No. of bitstreams: 1 Juliano Cesar Aparecido Sanches.pdf: 3249451 bytes, checksum: 56fd0418517000ae71c3d7eec75f77da (MD5) Previous issue date: 2016-03-28 / Este trabajo presenta los datos de la evasión escolar en la Educación de Jóvenes y Adultos en los primeros grados de la escuela primaria en la ciudad de Osasco / SP, entre el período de 2009-2014. Objetiva comprender este fenómeno desde la perspectiva del derecho a la educación. Elegimos como instancias para objeto de nuestra análisis dos escuelas de Educación de Jóvenes y Adultos (EJA) que pertenecen a la Secretaría Municipal de Educación de la ciudad de Osasco, una de la zona nuerte y otra de la zona sul. Se presenta como pasos de esta reflexión la revisión bibliográfica de la EJA, el mapeo de tesis y disertaciones sobre el tema de esta investigación, la lectura exploratoria de documentos de la Secretaria Municipal de Educación y de las unidades escolares pesquisadas. Por lo tanto, esta pesquisa fue realizada mediante análisis de documentos y revisión bibliográfica. Se concluye que las responsabilidades establecidas por la legislación de la EJA no garantiza el derecho a la educación, sobre todo a causa de la evasión escolar. Esta pesquisa indicó que la evasión escolar en la EJA ocurre con frecuencia y que los índices de las escuelas no son ampliamente divulgados. Las reflexiones implicadas en esta disertación pueden contribuir para la continuidad de los debates acerca de las cuestiones de la evasión escolar en la EJA. / This work presents the data of school dropout in two schools in adult and youth education in the elementary school’s initials (I), in the municipality of Osasco / SP, between the period of 2009-2014. It aims to understand this phenomenon of school dropouts in adult and youth education from the perspective of the right to education.Elected as instances to be object of this research truancy in Youth and Adult Education and as the universe of our analysis two schools belonging to the Municipal Secretary of Education of the city of Osasco, one of the north side and another in the south zone.It is presented as stages of this reflection the literature review of the of adult and youth education, the mapping of theses and dissertations on the subject of this investigation, the exploratory reading documents from Municipal Department of Education and school units surveyed. It is concluded that the responsibilities established by legislation of the adult and youth education does not guarantee the right to education, especially because of the truancy. This research indicated that the truancy in the adult and youth education occurs frequently and that the contents of the schools are not widely disseminated. The considerations involved in this dissertation can collaborate for continuity of debate around the issues of truancy in the adult and youth Education. / Este trabalho apresenta os dados de evasão escolar em duas escolas da Educação de Jovens e Adultos das séries iniciais do Ensino Fundamental I, no município de Osasco/SP, no período de 2009-2014. Visa compreender este fenômeno da evasão escolar na EJA sob a ótica do direito à educação. Elegemos como instâncias a serem objeto desta pesquisa a evasão escolar na Educação de Jovens e Adultos e como universo de nossa análise duas escolas que pertencem à Secretaria Municipal de Educação de Osasco, sendo uma da zona norte e outra da zona sul. Apresenta-se como etapas desta reflexão a revisão bibliográfica da EJA, o mapeamento de teses e dissertações sobre o tema e a leitura exploratória de documentos da Secretaria Municipal de Educação e das unidades escolares pesquisadas. Conclui-se que as responsabilidades estabelecidas pela legislação da EJA não garantem o direito à educação, sobretudo por causa da evasão escolar. Esta dissertação indicou que a evasão escolar na EJA ocorre com frequência e que os índices das escolas não são amplamente divulgados. As reflexões aqui envolvidas poderão colaborar para a continuidade do debate em torno das questões da evasão escolar na EJA.