O presente trabalho tem como objetivo fazer uma reflexão conjunta sobre a educação na ótica do desenvolvimento humano e as políticas de avaliação da educação vigentes no Brasil. Para tal, está divido em cinco seções: uma introdução com a contextualização da discussão teórica; a segunda, resumindo o modelo e as evidências dadas dentro do arcabouço analítico de Heckman, (que foca na importância das habilidades não cognitivas para o desempenho escolar e sua interação com as habilidades cognitivas). A terceira seção é dedicada à visão de educação no trabalho de Nussbaum, que trabalha com uma visão mais ampla de educação, focada no conceito de habilidades não cognitivas. Na quarta parte, examina-se a evolução das políticas educacionais brasileiras, com o foco na questão avaliativa e introduz-se alguns elementos críticos à luz do marco de desenvolvimento humano estabelecido. Por fim concluiu-se. / The objective of this dissertation is to jointly examine the meaning of education from a human development perspective in association with the evolution of the Brazilian educational assessment policies. Within this context, it is divided into five parts. After the introduction it examines Heckman’s model and its empirical evidences (where the importance of non cognitive skills for schooling and its relation with cognitive skills is highlighted). The third part delves into Nussbaum work and her arguments for non cognitive dimensions of education. The forth part critically analyses the evolution of educational assessment in Brazil. Then, it concludes.

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This essay is based on a case of a Swedish student with dyslexia who was denied the right to his aid during the national exam in Swedish. The purpose of the study is to shed light on the problems in how practice is interpreted and how future cases can behandled. In order to examine the current law in discrimination that dyslectics experience within the school system. The study has used the legal dogmatic method,the right as it is “de lege lata'' as well as “de lege ferenda”, as the right should be. The study has concluded that even if the student is not denied the right to a free education,the study wishes to draw attention to the fact that the student may have been exposed to discrimination based on the European Convention Art.14. What the study has discovered by analyzing the material is that the adaptations offered to the student did not compensate for the absence of the compensatory aid for the national test.

Many studies have been carried out throughout the world on how street-connected children relate to the streets, but not enough of these studies are seen through a gender perspective. Hence, the general conception of street-connected children is in some manner still mainstreamed, which casts an image claiming all children in the same category. This demonstrates that there is currently a missing gap of knowledge. This study covers whether the role of gender could affect the lives of the children that live and work on the streets, through a qualitative research in the field with 28 interviewees. These interviews were largely conducted in Brikama, Serekunda, Topkunda, Farafenni, Madina Salaam and Bakau in The Gambia, where the majority of the Gambian NGOs and street-connected children is located. The results from analysing these interviews pointed towards the same pattern: that there were a few similarities in the livelihoods of the street-connected boys and girls. However, the differences concerning their livelihoods on the streets were greater since the findings demonstrated that their challenges and opportunities of achieving the Ten Central Human Capabilities were different. Street-connected boys and street-connected girls were both exposed to child labour. The main difference was, street-connected boys, who lived in groups, worked in car garages, fish industries and for shop owners, while the few girls who permanently lived on the streets, were alone and sexual exploited. This research is thus not merely a contribution to the studies of street-connected children, but how gender is relating to the streets. Furthermore, a contribution to improve these vulnerable children’s livelihoods and also increase the awareness through the perspective of humanities, which might be crucial in future policy recommendations and research.

Poderiam os direitos humanos, em vista das limitações que envolvem tanto a sua titularidade como o seu fundamento nuclear - a dignidade humana e dos desafios que permeiam a sua implementação, se valer de linguagens alternativas que contribuam para o seu avanço? Com fundamento nos estudos de Martha Nussbaum, o presente trabalho explora a viabilidade de aplicação da abordagem das capacidades como ferramenta para qualificação do discurso dos direitos humanos. / Could it be possible for human rights, in view of the limitations regarding the idea of being entitled to and its foundation the human dignity and also the challenges that surround its implementation, to make use of alternative languages that contribute to its achievement? Based upon Martha Nussbaums studies, the present work explores the possibility of using the capabilities approach as a tool to qualify human rights discourse.

<p>The aim with this study was to increase the knowledge about as well as shed light on hidden refugees’ living conditions by compiling research about hidden refugees’ living conditions and complete this research by doing a field survey with people with different knowledge and experience of hidden refugees’ living conditions. The result was analyzed on the basis of Nussbaum’s list of ten human abilities and the convention of human rights. The study showed that hidden refugees' living conditions are experienced as very critical, and characterized by lack of human rights as well as means to utilize and develop their abilities. The conclusion of the study is that hidden refugees’ living conditions could not be considered humane and that there is a need for ethics when treating hidden refugees.</p>

The aim with this study was to increase the knowledge about as well as shed light on hidden refugees’ living conditions by compiling research about hidden refugees’ living conditions and complete this research by doing a field survey with people with different knowledge and experience of hidden refugees’ living conditions. The result was analyzed on the basis of Nussbaum’s list of ten human abilities and the convention of human rights. The study showed that hidden refugees' living conditions are experienced as very critical, and characterized by lack of human rights as well as means to utilize and develop their abilities. The conclusion of the study is that hidden refugees’ living conditions could not be considered humane and that there is a need for ethics when treating hidden refugees.

This essay aims to examine Martha Nussbaum's proposal for a classical defense of reform in liberal education and her critique of utility thinking in higher education. I want to explore how Nussbaum uses history to create an ethical alternative that cultivates both moral and intellectual virtues, which she considers to be crucial for the survival of democracy. In examining Nussbaum's use of Aristotle, I focus on her work as a proposal for institutional implementation of an Aristotelian epistemology and the cultivation of the individual as an ethical political subject. This study highlights the epistemological, educational and political ideas that form the basis of Nussbaum's ideals. I intend, however, to go beyond a contextualizing reading and thus establish a dialogue with a radical intersubjectivity to respond to Nussbaum's ambitions to recognize human vulnerabilities as assets for reason. From this perspective, I problematise Nussbaum's aspirations for reform and argue that she maintains a loyalty to an ideal that stands in contrast to the possibilities for epistemological and thus ethical political change.

The purpose of this study is to seek to an answer to the question of what constitutes a tenable model for global ethics. This is done in part by a critical engagement with four different models of global ethics; two proposals from political philosophy and two contributions from theological ethics. The models analyzed in the study are: (1) the capabilities approach as developed by Martha Nussbaum, (2) Seyla Benhabib’s discourse ethics and model of cosmopolitan federalism, (3) David Hollenbach’s model of the common good and human rights, and (4) the model for responsibility ethics and theological humanism as developed by William Schweiker. These models contain different understandings of global justice, human rights, and sustainable development. The study works with six primary problems: (1) Which are the main moral problems associated with different processes of globalization? (2) What should be the response to these problems, in the form of a normative ethical model? (3) What is the relation between global ethics and universalism? (4) What kind of institutional vision for the international arena does a tenable global ethic promote? (5) Given the human diversity and global pluralism, what would be a reasonable view of the human being included in a global ethic? (6) What kind of ethical theory is sustainable for global ethical reflection? These questions also form the basis for the analysis of the models. The study uses a set of criteria in order to assess the answers that the models offer for these questions. These criteria also constitute the framework within which the author’s contribution to the discussion of global ethics is phrased. The criteria are founded on an idea of what characterizes global ethical reflection. The contention is that a tenable global ethic should be relevant, and it should also be related to a reasonable view of human beings and a plausible ethical theory. Together these support the criterion of communicability, which argues that a global ethic should above all be communicable, i.e. capable of enabling cross-cultural communication. A central argument which this study makes is that a kind of ethical contextualism is more reasonable than an epistemological universalism.

The emergence of Human Rights NGOs continue to influence the practice of human rights domestically and internationally. In connection with this development, as scrutinizers of human rights and human rights violations, the Human Rights NGOs must in turn be scrutinized. Guided by a theoretical framework consisted of theories of justification by Rainer Forst, Martha Nussbaum and Michael Ignatieff, a critical analysis of how Amnesty International and Human Rights Watch reveal the state of human rights in the respective annual report of 2017 is carried out. The aim is to scrutinize how the Human Rights NGOs interpretation, prioritization and justification of human rights affect the validity of human rights. The validity of human rights in turn, argues the thesis, presupposes that we must assess whether these strategies are reasonable. The thesis finds that human rights are understood as universal claims for the respect and protection of the underpinning values of human rights: dignity, freedom and equality. Human rights, interpreted in this sense, must have an abiding effect and protect human rights, but also to hold human rights violations accountable through means of justice. Accordingly, justice has a double meaning for the purpose of human rights in the sense that it firstly set out conditions for when human rights are protected and secondly, make this task possible. / I ljuset av framväxten av icke-statliga människorättsorganisationer och deras betydande inflytande på de mänskliga rättigheterna, syftar denna uppsats till att studera deras förståelse och tolkning av dessa rättigheter. Med hjälp av ett teoretiskt ramverk bestående av teorier om rättfärdigande av mänskliga rättigheter av Rainer Forst, Martha Nussbaum och Michael Ignatieff, genomförs en kritisk analys av hur Amnesty International och Human Rights Watch årliga rapporter om de mänskliga rättigheternas status ser ut. Syftet med denna analys är att kritisk granska hur organisationernas tolkning, prioritering och rättfärdigande av mänskliga rättigheter påverkar rättigheternas validitet. Validiteten i sin tur, förutsätter att en kritisk analys av dessa strategier förhåller sig till huruvida dessa är förnuftiga och godtagbara. Uppsatsen kommer fram till att mänskliga rättigheter förstås som universella anspråk vars syfte är att respektera och skydda de underliggande normerna av mänsklig värdighet, frihet och jämlikhet. Mänskliga rättigheter måste således ha en varaktig effekt för att skydda människor, men även för att kunna ställa brott mot mänskliga rättigheter inför rättvisa. Följaktligen har rättvisa mer än ett syfte, nämligen att först staka ut de förutsättningar som krävs för att respektera och skydda mänskliga rättigheter, och för det andra att göra detta möjligt.