I. Human Rights and Democratic Movements in Armenia - Human Rights as an “Attractor” of Europeanization Processes of Transcaucasian “Neither War nor Peace Societies” (Artur Mkrtichyan) - Human Rights Defender’s Office Armenia (Larisa Alaverdyan) - The Factor of Human Rights Protection as Criteria for the Development in the Social System (Hovhannes Hovhannisyan) - Two Priorities and Two Suggestions in Leading the Way to Human Rights Protection (Gevork Manoukian) - Intrastate Mechanisms of the Protection of Human Political Rights and Freedoms in Armenia (Ashot A. Alexanyan) - The Future of Democracy in Armenia: Institutional and Mass Beliefs Perspectives (Alexander Markarov) II. Human Rights and Education in Armenia - Human Rights in the System of Civic Education Values (Valery Poghosyan) - The Role of Academic Knowledge in Maintaining Tolerance (Ani Muradyan) - Rights of a Child or Duties of Adults...? (Mira Antonyan) - The Right to Education for Children with Special Needs: Inclusive Education in Armenia (Marina Hovhannissyan) - Human Rights Awareness and UNDP Evaluation in Armenia (Kristina Henschen) - Human Rights Education in Armenia – A Base Line Study (Litit Umroyan; Lucig Danielian) III. Human Rights and Minorities in Armenia - Human Rights, Minorities and Human Rights Education in Armenia: An External Perspective (Claudia Mahler; Anja Mihr; Reetta Toivanen) - Minorities and Identity in Armenia (Tatevik Margaryan) - Legal and Real Opportunities for the National Minorities Residing on the Territory of the Republic of Armenia (Hranush Kharatyan)

Reforming the education system to reflect a new vision of society is part of many peacebuilding efforts in post-conflict societies. Accordingly, the Kurdistan Regional Government (KRG) is currently implementing a wide range of reforms in the education system in Iraqi Kurdistan. This research is a qualitative study of the KRG’s efforts to implement a peace education curriculum. It uses critical discourse analysis to investigate the Human Rights Education (HRE) textbooks content for Grades 5 and 7 (ages 11 and 13) and the History Education (HE) textbooks content for Grades 5, 6, 7 and 8 (age 11 to 14). The study also focuses on the policy and strategies of the Ministry of Education (ME) in implementing these subjects; the teaching methods used; and how effectively the knowledge, values and skills involved have been disseminated. The approach adopted by the ME to peace education is top down and experiences significant resistance from teachers and parents. Moreover, the curriculum reforms lacked consideration of the hidden and null curricula. The research highlights how HRE contents are primarily focused on cognitive development of awareness of rights and responsibilities rather than acquiring social skills and a critical approach, and that the content was not contextualised to the reality of Iraqi Kurdistan. Furthermore, the research found that the HE curriculum focuses on the history of Iraq, Kurdistan and Islamic history and presents a message that glorifies war; it is not open to different narratives or interpretations and does not foster critical debate or an enquiry-based approach. The curriculum contents included concepts and statements that appear to instigate violence and build divisions between Muslims and non-Muslims. Despite the achievements of the ME in improving the education system there are many challenges such as weak infrastructure, lack of professional development and resistance through the wider cultural context. The methods of teaching are what Freire terms the ‘banking system’, authoritarian and not learner-centred, which largely reflects the social fabric of Kurdish society. The research identified many challenges facing teachers including the level of their commitment, skills, specialization and capacity-building. However, it also found positive support for HRE among students and teachers.

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 115-118).

As a contribution towards the UN Decade for Human Rights Education (1995-2004), this qualitative, comparative policy study investigated the Convention on the Rights of the Child (CRC) within the Scottish and Canadian educational systems. The researcher adopted an inductive, grounded methodology which is argued to be most congruent when building theory is the chief aim (Glaser and Strauss, 1967; Glaser, 2005). During 20 months of fieldwork, 50 key informant interviews were obtained in Geneva, New York, Scotland and Canada. The author contends that postmodern thinking has contributed much towards contemporary childhood research, yet an underlying deconstruction of the CRC constrains theoretical development. To address this breakdown of overarching leitmotifs within the social sciences (Esping-Andersen, 2000), the sociology of human rights is utilised as a conceptual framework (Luhmann, 1965, 1982, 1997; Q'Byrne, 2003; Verschraegen, 2002). Furthermore, through the integration of grounded and autopoietic coding (Glaser, 2005), the interview texts revealed six thematic categories that contradict dominant theoretical approaches in the child rights literature. While descriptive and comparative analyses revealed the study's core category of participation, an interpretive analysis further yielded its core distinction of power. The author argues that Scottish efforts to implement the CRC within educational policies are more widespread than any of those currently underway within Canadian jurisdictions (Mitchell, 2002, 2003a, b). Finally, a grounded systemic child rights model developed from the study's methodological and epistemological integration illustrates how CRC knowledge and power are balanced within and across educational systems (Mitchell, 2005).

In terms of Section 29 (1) of the Constitution, everyone has the right to basic education. This right is not subject to ‘reasonable legislative and other measures, available resources and progressive realisation.’ The right to basic, compulsory education is widely regarded as a fundamental human right. For example, this right is included in a number of international human rights treaties such as the ‘Universal Declaration of Human Rights’, the ‘International Covenant on Economic, Social and Cultural Rights,’ the ‘African Charter on the Rights and Welfare of the Child’, the ‘Convention on the Rights of the Child’, the ‘Dakar Framework for Action: Education for All’, and ‘UNESCO Convention against Discrimination in Education’. The South African Constitution, however, does not clarify the content and scope of the right to basic education. Consequently, the Constitution has given the state wide discretion to determine the scope, nature and content of this basic right. Apartheid left the South African education system fragmented and unequal. The South African educational system has gone through numerous curricula and institutional changes. The changes in the curriculum were part of the transformation process of the South African education system. In addition, the state has allocated substantial public funds towards basic education. However, the investment in basic education does not commensurate with the quality of teaching and learning in poor and marginalised schools. For example, several rural and farm schools in the Eastern Cape lacked toilet facilities; textbooks and other education support material; furniture; and other essential necessities. Education loses its transformative power when poor and marginalised schools continue to lack these essential services. Consequently, inequality is perpetuated and the poor and marginalised are unable to compete meaningfully in the social, economic and political life of South Africa. The mini dissertation concludes by recommending that the Department of Basic Education should ensure that all schools, especially those in rural communities and farms, have access to textbooks, qualified teachers, clean water and toilet facilities and other essential necessities needed for the delivery of quality basic education.

Against the background of the lack of consensus on the definition of the concept minority and the continuing debates on minorities and their rights in education, a need exists for adequate provision of education suitable to different minorities. This study investigates the provision of education to minorities. A literature survey investigated how various countries make provision for minorities in their education systems, starting from the Constitutions and various education laws to educational practice. These countries include Belgium, Getmany, the Netherlands, the United Kingdom (UK) and Italy. Regarding South Africa, an analysis of documents dealing with the provision of education to minorities was undertaken. Unstructured interviews, from a small sample of informants selected by purposeful sampling, elicited additional data to the document analysis. Data was analysed, discussed and synthesised. The major findings are: there is no international consensus on the definition of the concept minority; the concept minority does not even appear in the Constitutions of some of the countries under investigation; the South African Constitution uses the concept communities rather than minorities. However, no definition of the concept community is provided and despite reservations expressed by a key informant on group rights, generally the South African Constitution contains enough sections regarding the provision of education to minorities. Subject to certain limitations, minority groups may open their own schools and use their own language. Based on these findings, recommendations for educational provision for minorities are made. / Educational Studies / D.Ed. (Comparative Education)

本研究以教育權為基本概念導向，除循此脈絡描述學校與學生間的法律關係外，並針對學生法制的一般法理內涵與校園實踐課題進行探討，除融合學校教育功能與學生學習主體之理念內涵外，並由此導引出適用於中小學教育場域的學生法制運作模式。經由文獻分析與實徵調查過程，乃歸納出下列八項研究結果： 一、教育權即人民之教育權利，其係以受教育權為其核心概念；復因教育權係以學習權為其本質，故若使用學習權取代受教育權或教育權之用語，將更能顯現以人民為教育主體的積極意涵。 二、「人民為教育權主體」所稱之「人民」，乃係專指受教育者而言，除此而外的其他人民，則僅具有教育輔助者之地位；因此，教育基本權的功能開展，理應藉由學生對於組織程序之參與，積極促進教育效果之實現。 三、現代社會中的任何生活領域，均不可能自外於國家法律之拘束，故學生與學校間的在學關係應被視為一般法律關係，而無須另覓他說；此外，學生法制除應具備保障學生學習權的功能外，更須同時兼顧教育目的與效果之實現。 四、在現代民主法治的概念基礎上，法律本具有保障人民權利暨促進社會正義的意涵，故將校規的法律性質視為法規範，不但能嚴格保障學生之基本權利，透過組織程序之參與，亦能同時確保學習者的教育主體地位。 五、學生法制本屬整體社會法制之一環，故自須實踐以民主法治精神為依歸的基本法理原則，然基於教育專業之特質與需求，相關法理原則的規範密度，亦得因事務性質之不同，而容有嚴密或寬鬆之區別。 六、基於現代法制維護人性尊嚴與彰顯自然正義之普遍立場，除須藉由法制設計，強化中小學學生參與學校組織程序之領域空間，在實際運作的校規層面上，亦應於修訂、執行、與救濟等相關程序中，適度賦予學生參與之機會。 七、依據教育措施作成名義之不同，總結性成績評定與學校懲處處分，不但要求較高之法律保留密度，並須依其嚴重程度踐行相對正當程序，而受處分之學生亦得依法提起校內申訴以謀求救濟；至若歸屬教學自主之形成性成績評定與教師管教措施，雖無具備嚴格法律保留與正當程序要求之必要，然基於權利救濟原則與實現教育目的之雙重考量，法制或學校亦應就此主動建構合宜的校內陳情管道。 八、就當前的中小學學校環境而言，與其強調學生參與校務之形式設計，不如切實賦予實質討論之參與機制；此外，現階段雖或無成立「學生獎懲委員會」的迫切需求，但為整合中小學校規運作上之實體效果暨程序正義，校內申訴制度卻有切實運作的必要。 近年來，隨著相關教育法制的愈趨健全，教育目的之實現與學生權益之保障，將愈有相得益彰的平衡發展傾向；為落實現代法治國的學生法制理念，本研究建議單獨制定「學生法」，以同時針對各類級學校學生法制事項，進一步予以原則性暨程序性的規範。但無論法制形式如何，當相關法律不斷與時俱進之際，各級教育行政主管機關亦須配合上位法令之變遷，積極增訂、修正、或廢止相關業管法令，以避免因過分延宕而架空法治國基本原則。 此外，當各縣市對教育事務擁有更多自主權限的同時，各級教育行政主管機關除應以「合法性監督」取代事必躬親之心態外，地方教育行政主管機關亦應將此等法令上的「分配利益」，適切轉化為學校或教師的專業裁量空間，以進一步確保教育多元發展、學校本位經營、與學生學習權的充分保障。 最後，無論是法令已為規範、未予規範、或規範不足之處，學校均應啟動其內部專業組織，以進行專業判斷、採行專業措施，並妥適強化校規制定、獎懲作成、與申訴救濟之程序，除藉此展現校規所具有的學校特色外，更能據此發揮校規因地制宜與適應學生個別差異之教育內在需求。 / This study is based on the basic concept of the rights of education. Apart from the description of the relation of law between students and schools, this study emphasizes on the system of law for students to explore the general connotation of law and the school law implementation on campus. Besides the concept of the function of education and the students, this study intends to develop an operation model of system of law for the primary and secondary education arena. This study derives the conclusion through the analysis of literature and the field study. 1. Rights of education are the rights of the people based on the core concept of being educated, and the nature of education rights is from the rights of learning, so we use the term of rights of learning instead of using rights of being educated or the rights of education to emphasize on the active connotations that people are the main body of education. 2. In the “people are the main body of education”, “people” here refer to those who are being educated and the others only have the assistants status of education, so the development of the function of basic education rights should be participated by students to make school procedures to have better education effect. 3. In modern society, any aspects of live can not avoid the restrictions of law, so the relation between students and school should be regarded as the relation of the general law and there is no need to find any other explanations. Besides, the system of law for students is not only to protect the function of the rights of learning but also to achieve the goal and effect of education. 4. Based on the concept of modern democracy and law, law itself has the connotation of protecting the rights of people and of improving the social justice, so we take school regulations as the norm of law so that it can strictly protect students’ basic rights and through the participation of making school procedures, students can ensure their status of being the main body of education. 5. Students’ system of law is a part of the system of law of the society; it should be implemented based on the spirit of the basic principles of democracy. However, based on the need of the educational expertise, the related principle of law and regulations can be loose or strict according to different situations. 6. The concept of modern regulations and laws is to protect human dignity and natural justice, so when designing the regulations and laws, students’ participation in making school procedures should be strengthened and they should involve in actual operation of school regulations especially to take part in the process of revising regulations, implementing school laws, and remedy. Students should have more opportunities for participation of school affairs. 7. According to the education measures, the summative test and the school measures of punishment are not only required higher law criteria, but used relative procedures of justice to implement school laws, and the students who are punished can pledge based on the school laws to seek remedy. As for the autonomy of school in the measures of teaching and the ways of formative test are not required due process and strict laws, but under the consideration of principle of remedy of rights and the goal of education, school should provide ways for students to pledge to seek remedy. 8. In the present primary and secondary school environment, it is better to let students to have actual discuss and participate the school affairs and not to emphasize on the students’ participation in designing the school affairs. Although there is no urgent need to form a “committee of awards and punishment for students” for the time being, it is necessary to form a mechanism for students to have ways to pledge in order to ensure the effect of school regulations and the justice of procedures. Along with the better development of the related regulations and laws of education, the purpose of education and the protection of students’ rights will be achieved. In order to ensure the concept of school regulations and laws, this study suggests to make a unique “student law” and in the meantime, to develop a norm of school regulations and general procedures for all level of schools. However, no matter what the form of school regulations and laws are, when the related laws change constantly, all levels of administrative organizations should have the regulations and school laws amended, revised, or abolished in order to cope with principle of the law. Besides, as the local government has the autonomy in education affairs, all levels of the administrative organizations should use “lawful supervision” instead of “reasonable supervision” to enforce the law. The “distribution of benefit” should be transferred to schools and teachers properly, so that the law can protect the diversity development of school, the school autonomy, and the students’ rights of learning thoroughly. Finally, no matter the restrictions are regulated, not regulated, or insufficiently regulated by law, schools should make decisions according to expertise and take steps to strengthen the school regulations, to make the mechanism of awards and punishment, and procedures of pledge to reveal the characteristics of the school to cope with the need of education for different kind of students.

Made available in DSpace on 2016-07-27T13:44:38Z (GMT). No. of bitstreams: 1 Edson Jose de Souza Junior.pdf: 1291304 bytes, checksum: 014b243d3a5c41c1af2d5036ff61db01 (MD5) Previous issue date: 2011-09-30 / This thesis, related to the research line of education, culture and society of PPGE/PUG-Goiás, intersecting with the State, Politics and Educational Institutions studies, aims to investigate the limits of the the ineffectiveness of the social right to obligatory basic education. From 2009 on, with the Constitution Amendment n. 59, basic education has become mandatory, ranging from preschool to high school. In this study, we opt to investigate obligatory basic education in the city of Goiânia in recent years, interrogating the three main govenment agencies responsible for the effective existence of the aforementioned right: SME, CME and MP-GO. It presents itself as an analytical-quantitative study located in the intersection between the education and cultural fields and public educational policies. To build its theoretical corpus we seek the contribution from authors who analyze the relationships between social inequalities and educational inequalities, therefore surpassing paradigms that focus in the educational performance as a product of effort, gift and individual cognitive capabilities. This means that the educational institution, its organization and its teaching culture are not dissociated from the social contradictions that permeate the processes of social and cultural reproductions, as described by Teixeira (1969), Bourdieu (1970, 1991), Casassus (2007), Kliksberg (2001), Arroyo (2003), Cury (2002a- 2002b), MIRANDA (1933), DI DIO (1982), FERRAZ (1982-1983), GARCIA (2010-2011), RANIERI (2000, 2009 e 2010), among others. The research problem consists in unveiling the presence or silencing of correlations between social and educative inequalities as underlying structures of school inequalities, especially regarding the limits of the ineffectiveness of the social right to obligatory basic education in Goiânia. The empirical basis to communicate with the theoretical corpus was built from three sources: normative documents that define the object of study; statistical data mainly provided by MEC/Inep; and the institutional narratives from SME, CME and MP-GO, formed by two interviews (CME and MP-GO) and a semistructured questionnaire (SME). Through the possible interactions between the legal documentation, statistical data and instutional narratives, containing more disparity than consensus, we can reach some conclusions: though constituting an obligatory level provided by the government, only two thirds of the fundamental schooling in the year of 2010 in Goiânia was of public nature, which solidifies the certainty of its ineffectiveness; the formal universalization of all gross and liquid enrollment ratios does not highlight the effectiveness of that right, because external evaluation exams of school learning point to low percentages of quality; private schooling has a higher success rate, lower failure rate and, mostly, dropouts are next to zero; available data from the 2000 decade shows that as schooling rate advances, also do the age-grade distortion rates, fundamentally from 5th grade on, and having significantly different rates for public and private schooling; public schools located in the downtown and outskirts have lower success rates and higher dropout rates, whilst having similar failure rates. This shows that the incessant pursuit for effectiveness of the social right to obligatory basic education, already granted to the population and recognized in the national legislation, can not be restricted to the empirical demonstration of high gross enrollment rates, partly stimulated by MEC while defining policies for education financing. It is paramount to demand quality not as a measured result by bureaucratic certification, but as the recognition of a formation that is human, citizen and autonomous. / Esta tese, integrada à linha de pesquisa Educação, Sociedade e Cultura do PPGE/PUC-Goiás, com interseção com a linha de Estado, Políticas e Instituições Educacionais, investiga os limites da (não?) efetividade do direito social à educação escolar obrigatória. A partir da Emenda à Constituição n. 59/2009, a educação básica passou a ser obrigatória: da pré-escola ao ensino médio. Neste estudo, optou-se investigar a obrigatoriedade do ensino fundamental no município de Goiânia nos últimos anos, na perspectiva dos três órgãos públicos de maior responsabilidade no zelo pela efetivação desse direito: SME, CME e MP-GO. Trata-se de um estudo analítico-qualitativo que abrange os campos da educação, direito e das políticas educacionais públicas. Para construção do corpus teórico, foram privilegiados autores que problematizam as mediações entre as desigualdades sociais e desigualdades escolares, portanto superando paradigmas que focam o desempenho escolar centrado no esforço, dom e capacidades cognitivas individuais. Isto significa que a instituição escolar, sua organização e seus ritos de ensino não estão dissociados das contradições sociais que permeiam os processos de reprodução cultural e social, como analisam TEIXEIRA (1969), BOURDIEU (1970, 1991), CASASSUS (2007), KLIKSBERG (2001), ARROYO (2003), CURY (2002a- 2002b), MIRANDA (1933), DI DIO (1982), FERRAZ (1982-1983), GARCIA (2010-2011), RANIERI (2000, 2009 e 2010), dentre outros. O problema de pesquisa consiste em desvendar a presença ou os silenciamentos das correlações entre as desigualdades sociais e desigualdades educativas como estruturantes das desigualdades escolares, especialmente no que diz respeito aos limites da (não?) efetividade do direito social à educação escolar obrigatória em Goiânia. A base empírica de interlocução com o corpus teórico foi construída por intermédio de três fontes: documentos normativos que regem o objeto de estudo; dados estatísticos disponibilizados fundamentalmente pelo MEC/Inep e pelas narrativas institucionais da SME, CME e MP-GO, construídas por duas entrevistas (CME e MP-GO) e um questionário semi-estruturado (SME). Das mediações possíveis entre a documentação legal, os dados estatísticos e as narrativas institucionais, mais díspares do que consensuais, pode-se chegar a algumas conclusões: no ensino fundamental em Goiânia, no ano de 2010, somente dois terços era de natureza pública, o que, dentre outros elementos levantados, firma a convicção de sua não efetividade; a universalização formal das matrículas brutas e líquidas não denota efetividade do direito porque os exames externos de avaliação de aprendizagem escolar evidenciam baixos índices de qualidade; a escola particular em cotejo com a escola pública aprova mais, reprova menos e, praticamente, não há abandono escolar; à medida que a escolarização avança, na década de 2010, aumentam as taxas de distorção idade-série/ano, fundamentalmente a partir da 5ª série/ano; as escolas públicas localizadas na periferia apresentam taxas menores de aprovação e maiores de abandono. Estas conclusões reforçam a compreensão de que a busca incessante pela efetividade do direito social à educação escolar obrigatória, já conquistada coletivamente e reconhecida na legislação nacional, não pode restringir-se à demonstração empírica das altas taxas de matrículas, estimulada pelo MEC ao definir os recursos para financiamento da educação. Há que se exigir qualidade não como resultado dimensionado pela certificação burocrática desse direito, reiteradamente inobservado, mas como reconhecimento de uma formação humana, cidadã e autônoma.

Made available in DSpace on 2016-07-27T13:52:21Z (GMT). No. of bitstreams: 1 Edson Jose de Souza Junior.pdf: 1291304 bytes, checksum: 014b243d3a5c41c1af2d5036ff61db01 (MD5) Previous issue date: 2011-09-30 / This thesis, related to the research line of education, culture and society of PPGE/PUG-Goiás, intersecting with the State, Politics and Educational Institutions studies, aims to investigate the limits of the the ineffectiveness of the social right to obligatory basic education. From 2009 on, with the Constitution Amendment n. 59, basic education has become mandatory, ranging from preschool to high school. In this study, we opt to investigate obligatory basic education in the city of Goiânia in recent years, interrogating the three main govenment agencies responsible for the effective existence of the aforementioned right: SME, CME and MP-GO. It presents itself as an analytical-quantitative study located in the intersection between the education and cultural fields and public educational policies. To build its theoretical corpus we seek the contribution from authors who analyze the relationships between social inequalities and educational inequalities, therefore surpassing paradigms that focus in the educational performance as a product of effort, gift and individual cognitive capabilities. This means that the educational institution, its organization and its teaching culture are not dissociated from the social contradictions that permeate the processes of social and cultural reproductions, as described by Teixeira (1969), Bourdieu (1970, 1991), Casassus (2007), Kliksberg (2001), Arroyo (2003), Cury (2002a- 2002b), MIRANDA (1933), DI DIO (1982), FERRAZ (1982-1983), GARCIA (2010-2011), RANIERI (2000, 2009 e 2010), among others. The research problem consists in unveiling the presence or silencing of correlations between social and educative inequalities as underlying structures of school inequalities, especially regarding the limits of the ineffectiveness of the social right to obligatory basic education in Goiânia. The empirical basis to communicate with the theoretical corpus was built from three sources: normative documents that define the object of study; statistical data mainly provided by MEC/Inep; and the institutional narratives from SME, CME and MP-GO, formed by two interviews (CME and MP-GO) and a semistructured questionnaire (SME). Through the possible interactions between the legal documentation, statistical data and instutional narratives, containing more disparity than consensus, we can reach some conclusions: though constituting an obligatory level provided by the government, only two thirds of the fundamental schooling in the year of 2010 in Goiânia was of public nature, which solidifies the certainty of its ineffectiveness; the formal universalization of all gross and liquid enrollment ratios does not highlight the effectiveness of that right, because external evaluation exams of school learning point to low percentages of quality; private schooling has a higher success rate, lower failure rate and, mostly, dropouts are next to zero; available data from the 2000 decade shows that as schooling rate advances, also do the age-grade distortion rates, fundamentally from 5th grade on, and having significantly different rates for public and private schooling; public schools located in the downtown and outskirts have lower success rates and higher dropout rates, whilst having similar failure rates. This shows that the incessant pursuit for effectiveness of the social right to obligatory basic education, already granted to the population and recognized in the national legislation, can not be restricted to the empirical demonstration of high gross enrollment rates, partly stimulated by MEC while defining policies for education financing. It is paramount to demand quality not as a measured result by bureaucratic certification, but as the recognition of a formation that is human, citizen and autonomous. / Esta tese, integrada à linha de pesquisa Educação, Sociedade e Cultura do PPGE/PUC-Goiás, com interseção com a linha de Estado, Políticas e Instituições Educacionais, investiga os limites da (não?) efetividade do direito social à educação escolar obrigatória. A partir da Emenda à Constituição n. 59/2009, a educação básica passou a ser obrigatória: da pré-escola ao ensino médio. Neste estudo, optou-se investigar a obrigatoriedade do ensino fundamental no município de Goiânia nos últimos anos, na perspectiva dos três órgãos públicos de maior responsabilidade no zelo pela efetivação desse direito: SME, CME e MP-GO. Trata-se de um estudo analítico-qualitativo que abrange os campos da educação, direito e das políticas educacionais públicas. Para construção do corpus teórico, foram privilegiados autores que problematizam as mediações entre as desigualdades sociais e desigualdades escolares, portanto superando paradigmas que focam o desempenho escolar centrado no esforço, dom e capacidades cognitivas individuais. Isto significa que a instituição escolar, sua organização e seus ritos de ensino não estão dissociados das contradições sociais que permeiam os processos de reprodução cultural e social, como analisam TEIXEIRA (1969), BOURDIEU (1970, 1991), CASASSUS (2007), KLIKSBERG (2001), ARROYO (2003), CURY (2002a- 2002b), MIRANDA (1933), DI DIO (1982), FERRAZ (1982-1983), GARCIA (2010-2011), RANIERI (2000, 2009 e 2010), dentre outros. O problema de pesquisa consiste em desvendar a presença ou os silenciamentos das correlações entre as desigualdades sociais e desigualdades educativas como estruturantes das desigualdades escolares, especialmente no que diz respeito aos limites da (não?) efetividade do direito social à educação escolar obrigatória em Goiânia. A base empírica de interlocução com o corpus teórico foi construída por intermédio de três fontes: documentos normativos que regem o objeto de estudo; dados estatísticos disponibilizados fundamentalmente pelo MEC/Inep e pelas narrativas institucionais da SME, CME e MP-GO, construídas por duas entrevistas (CME e MP-GO) e um questionário semi-estruturado (SME). Das mediações possíveis entre a documentação legal, os dados estatísticos e as narrativas institucionais, mais díspares do que consensuais, pode-se chegar a algumas conclusões: no ensino fundamental em Goiânia, no ano de 2010, somente dois terços era de natureza pública, o que, dentre outros elementos levantados, firma a convicção de sua não efetividade; a universalização formal das matrículas brutas e líquidas não denota efetividade do direito porque os exames externos de avaliação de aprendizagem escolar evidenciam baixos índices de qualidade; a escola particular em cotejo com a escola pública aprova mais, reprova menos e, praticamente, não há abandono escolar; à medida que a escolarização avança, na década de 2010, aumentam as taxas de distorção idade-série/ano, fundamentalmente a partir da 5ª série/ano; as escolas públicas localizadas na periferia apresentam taxas menores de aprovação e maiores de abandono. Estas conclusões reforçam a compreensão de que a busca incessante pela efetividade do direito social à educação escolar obrigatória, já conquistada coletivamente e reconhecida na legislação nacional, não pode restringir-se à demonstração empírica das altas taxas de matrículas, estimulada pelo MEC ao definir os recursos para financiamento da educação. Há que se exigir qualidade não como resultado dimensionado pela certificação burocrática desse direito, reiteradamente inobservado, mas como reconhecimento de uma formação humana, cidadã e autônoma.

<p>The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of &lsquo / xenophobia&rsquo / in the terrain of discrimination and&nbsp / the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing&nbsp / people&rsquo / s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators&rsquo / programme enables young adults to develop a critical consciousness about human rights and &lsquo / xenophobia&rsquo / . The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter- xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative&nbsp / methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher&rsquo / s critical reflections. The research was located within a&nbsp / critical theory framework in the field of adult&nbsp / learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005).&nbsp / The key finding of the study is that the experience of the&nbsp / workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and &lsquo / xenophobia&rsquo / . The participants identified specific factors that&nbsp / contributed to such awareness. These included the diverse composition of participants, the &lsquo / accompanying&rsquo / facilitation style, and the interactive training methodology. This study makes a&nbsp / contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of&nbsp / human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology.&nbsp / </p>