Background: After independence education was declared one of the inviolable fundamental human rights of all persons entrenched in the Supreme Law of the country, the Constitution of the Republic of Namibia. It is an irrefutable fact proven by a number of research findings and confirmed by educational theorists and decided cases that appropriate and quality early childhood education is a foundation of all levels of education. In Namibia currently, public early childhood development and education is provided by community members in Early Childhood Development Community Centres in both rural and urban areas. It is against this background that the purpose of the study on which this research report is based was to determine, through stakeholder participants’ eyes, how the presumed right to education of the pre- grade one learners in rural early childhood development and education community centres (ECDECCs) in Northern Namibia is adhered to. Research Design and Methodology: The study was based on a qualitative interpretive hybrid case study of four (including pilot study) rural ECDECCs, review of early childhood development and education literature, legal literature, relevant legislation, case law, regulations, policies and International Human Right Instruments conducted before and after conducting research in the field. Empirical data were collected through semi-structured individual (one on one) face to face interviews with various stakeholder participants (such as heads of/teachers at ECDECCs, parents/guardians, community leaders/members, officials from the Ministry of Gender Equality, Ministry of Education and Human Rights Activists. The findings of the study were inter alia that all participants had knowledge of and understood the fact that five to six years old children indeed have the right to education, and most of them also understood the significance of pre- grade one learners’ education. As such, the communities were doing everything in their power to provide early childhood education. However, early childhood development and education community centres were ill-equipped in terms of physical facilities, human resources, and learning-teaching aids. In addition, heads of centres/teachers were not properly trained. There was no tap water, no electricity, and no toilet facilities. Most children did not fully or not at all attend community centres for early childhood education, because of inability on the part of their parents/guardians to pay the prescribed fees. Buildings (structures) in which pre-grade one education was practised were not completed and therefore not suitable for human occupation, as community members who initiated them did not have sufficient funds to finance such undertakings. Literature studies of selected relevant legal literature, Constitutions, legislation, decided cases and international human right instruments confirm the fact that pre-grade one education is indeed a legally enforceable fundamental human right to basic education. To this end, there are legal determinants of the provision of pregrade one learners early childhood development and education. Recommendations were that the State (government) had to take over early childhood education, and that teachers have to be academically and professionally trained and accordingly paid salaries by the Ministry of Education. Because of the above obstacles experienced in rural ECDECCs, pre-grade one learners’ right to education leaves much to be desired. Consequently, it is recommended that the Ministry of Education must, as of necessity, legally take over education of all pre-grade one learners (preprimary learners) in entirety in order to comply with the provisions of International Human Rights Instruments in general, and Article 20 (1) of the Constitution of Namibia in particular. In addition, in order to ensure promotion, advancement, realisation and fulfilment of the pre-grade one learners’ right to education, the current Namibian Education Act needs to be amended like the South African Schools Act, or a new Early Childhood Development and Education Act has to be promulgated altogether, to specifically and particularly cater for the pre-grade one learners’ right to basic education. This is indispensable because, in the words of Smith (2011: 305): “The value and necessity of education is beyond dispute because education is both a human right in itself and a crucial means of realising other human rights.” The study concluded that early childhood education provision and practice in ECDECCs in rural areas in their current nature and status at the time of conducting this study in Northern Namibia leaves much to be desired. As such, it is not the best possible vehicle for the early childhood development and education provision of pregrade one education for the five to six years old children in light of their human right to education. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015

Background: After independence education was declared one of the inviolable fundamental human rights of all persons entrenched in the Supreme Law of the country, the Constitution of the Republic of Namibia. It is an irrefutable fact proven by a number of research findings and confirmed by educational theorists and decided cases that appropriate and quality early childhood education is a foundation of all levels of education. In Namibia currently, public early childhood development and education is provided by community members in Early Childhood Development Community Centres in both rural and urban areas. It is against this background that the purpose of the study on which this research report is based was to determine, through stakeholder participants’ eyes, how the presumed right to education of the pre- grade one learners in rural early childhood development and education community centres (ECDECCs) in Northern Namibia is adhered to. Research Design and Methodology: The study was based on a qualitative interpretive hybrid case study of four (including pilot study) rural ECDECCs, review of early childhood development and education literature, legal literature, relevant legislation, case law, regulations, policies and International Human Right Instruments conducted before and after conducting research in the field. Empirical data were collected through semi-structured individual (one on one) face to face interviews with various stakeholder participants (such as heads of/teachers at ECDECCs, parents/guardians, community leaders/members, officials from the Ministry of Gender Equality, Ministry of Education and Human Rights Activists. The findings of the study were inter alia that all participants had knowledge of and understood the fact that five to six years old children indeed have the right to education, and most of them also understood the significance of pre- grade one learners’ education. As such, the communities were doing everything in their power to provide early childhood education. However, early childhood development and education community centres were ill-equipped in terms of physical facilities, human resources, and learning-teaching aids. In addition, heads of centres/teachers were not properly trained. There was no tap water, no electricity, and no toilet facilities. Most children did not fully or not at all attend community centres for early childhood education, because of inability on the part of their parents/guardians to pay the prescribed fees. Buildings (structures) in which pre-grade one education was practised were not completed and therefore not suitable for human occupation, as community members who initiated them did not have sufficient funds to finance such undertakings. Literature studies of selected relevant legal literature, Constitutions, legislation, decided cases and international human right instruments confirm the fact that pre-grade one education is indeed a legally enforceable fundamental human right to basic education. To this end, there are legal determinants of the provision of pregrade one learners early childhood development and education. Recommendations were that the State (government) had to take over early childhood education, and that teachers have to be academically and professionally trained and accordingly paid salaries by the Ministry of Education. Because of the above obstacles experienced in rural ECDECCs, pre-grade one learners’ right to education leaves much to be desired. Consequently, it is recommended that the Ministry of Education must, as of necessity, legally take over education of all pre-grade one learners (preprimary learners) in entirety in order to comply with the provisions of International Human Rights Instruments in general, and Article 20 (1) of the Constitution of Namibia in particular. In addition, in order to ensure promotion, advancement, realisation and fulfilment of the pre-grade one learners’ right to education, the current Namibian Education Act needs to be amended like the South African Schools Act, or a new Early Childhood Development and Education Act has to be promulgated altogether, to specifically and particularly cater for the pre-grade one learners’ right to basic education. This is indispensable because, in the words of Smith (2011: 305): “The value and necessity of education is beyond dispute because education is both a human right in itself and a crucial means of realising other human rights.” The study concluded that early childhood education provision and practice in ECDECCs in rural areas in their current nature and status at the time of conducting this study in Northern Namibia leaves much to be desired. As such, it is not the best possible vehicle for the early childhood development and education provision of pregrade one education for the five to six years old children in light of their human right to education. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015

No description available.

No description available.

O direito à educação de pessoas com deficiência tem provocado e instigado inúmeras discussões, de caráter político e acadêmico, de forma intensa desde os anos 90. Tais discussões transitam pela defesa do acesso à educação, pela busca de novas formas de se compreender e analisar as situações de deficiências, pela constituição de políticas sociais não assistencialistas, pela discussão da relação público e privado na promoção de serviços de atenção às especificidades das deficiências, e, ainda, pelo financiamento necessário para uma atenção de qualidade. Esses campos se desdobram em seus interiores em tantos outros, mas todos terão como diretriz de suas proposições a garantia de um tratamento igualitário, sob as premissas dos direitos humanos. A proposição da pesquisa, desenvolvida nessa dissertação, centrou-se especificamente no campo da educação e na análise da Política Nacional de Educação Especial na Perspectiva Inclusiva (PNEE), considerando-se que tal documento buscou interpretar e direcionar as transformações necessárias no direito à educação das pessoas com deficiência, como uma resposta, ao conjunto de discussões. O papel da educação especial e a correlação com a educação inclusiva também serão abordados buscando compreender as relações e as consequências destas aproximações na política educacional. Dessa forma, a partir do fundamento, talvez principal na escrita desse documento, de que a reconfiguração dessa área primava pela atenção aos direitos humanos, definiu-se como objetivo primeiro e basal, inclusive como procedimento metodológico, retomar o estabelecimento da educação como um direito humano, no conjunto dos direitos sociais, e a implicação dessa diretriz na formulação das políticas públicas. Apresentou-se, complementar à análise, a necessária discussão sobre o universal e o focalizado na elaboração das políticas públicas, além da necessidade de se diferenciar, no interior das ações específicas direcionadas a grupos também específicos, as ações direcionadas de atenção e aquelas formuladas sob a égide da focalização no interior de uma política de Estado mínimo. Outro objetivo estabelecido, temática também muito cara no interior do objeto de estudo proposto para análise, foi compreender como perpassa ao debate a discussão sobre a experiência humana da deficiência, proposta por diferentes modelos e abordagens, e que tem consequências diretas na formulação das políticas sociais, seja na forma de atenção direcionada ou focalizada. Tomou-se como pressuposto para a análise as discussões do modelo social de compreensão da deficiência, pois esse é o modelo de maior aderência, até o presente momento, nos debates das políticas públicas de atenção à pessoa com deficiência no cenário nacional. Por fim, retomo o documento da PNEE buscando realizar análise do conteúdo, aí presente, das interpretações do direito à educação, a partir das perspectivas construídas nas discussões propostas anteriormente nessa dissertação. Não se colocou como objetivo nesse ponto analisar os contextos de influência que resultaram na elaboração, no entanto, ainda que se apresente como expressão discursiva de uma hegemonia do pensamento nacional, as brechas e contradições se apresentam. / The right to education of persons with disabilities has provoked and instigated numerous discussions of political and academic character, intensely since the 1990s. Such discussions transit through the defense of access to education, seeking new ways to understand and analyse situations of disability, by the constitution of nonassistentialist social policies, the discussion of public and private relations in the promotion of attention services to the specificities of disabilities, and also by the financing needed for quality attention. These fields unfold in their interiors and in so many others, but all of them will have as guideline of their propositions the guarantee of an equal treatment, under the premises of human rights. The research proposition, developed in this dissertation, focused specifically on the field of education and analysis of the National Policy on Special Education in the Inclusive Perspective (PNEE), considering that such document sought to interpret and direct the necessary transformations in the right to education of persons with disabilities, as an answer to the set of discussions. The role of special education and the correlation with inclusive education will also be addressed aiming to understand the relationships and consequences of these approaches in educational policy. Thus, from the foundation, perhaps main in the writing of this document, that the reconfiguration of this area highlighted by the attention to human rights, it was defined as a first and basal objective, including as a methodological procedure, to retake the establishment of education as a human right, in the social rights as a whole, and the implication of this guideline in the formulation of public policies. The necessary discussion about the universal and the focused on the elaboration of public policies was presented, complementary to the analysis. It was also considered necessary to differentiate the specific actions also directed to specific groups, the targeted actions of attention and those formulated under the support of focusing inside a minimal state policy. Another established objective, which is also thematically important within the study object proposed for analysis, is to understand the discussion about the human experience of disability, proposed by different models and approaches and which have direct consequences on the formulation of social policies, either in the targeted or focused attention way. The discussion of the social model of understanding disability was taken as the presupposition for this analysis, since this is the greater adherence model, up to the present moment, in the debates of the public policies of attention to the persons with disability, in the national scenario. Finally, I return to the PNEE (National Policy on Special Education in the Inclusive Perspective) document aiming to content analysis of the present discourse of the interpretations of the right to education, from the built up perspectives earlier proposed in this dissertation. It was not aimed at this point to analyse the contexts of influence that resulted in the elaboration, however, even if it presents itself as a discursive expression of a hegemony of national thought, the breaches and contradictions are present.

Le droit de chacun à l'éducation est un droit fondamental indispensable à l'exercice des autres droits. Il est consacré par plusieurs instruments internationaux de protection des droits de l'homme. L'éducation occupe une place de choix dans le droit international des droits de l'homme et la Communauté internationale y accorde une attention particulière en tant que condition essentielle de la paix et du développement. L'obligation qui incombe aux Etats est d'assurer à tous le plein et l'égal accès à l'éducation et réaliser l'idéal d'une chance égale d'éducation pour chacun. En Mauritanie, la mauvaise gestion de la diversité ethnolinguistique, les inégalités économiques et sociales et la persistance de l'esclavage et des pratiques esclavagistes font obstacle à l'exercice effectif de ce droit, droit dont l'accès ne doit faire l'objet d'aucune discrimination sur laquelle il est interdit de la fonder. L'objet de notre travail est de voir la synthèse entre les exigences du droit international, le droit mauritanien fondé sur la Shari'a islamique et le souci de la construction d'une identité mauritanienne. / The right of everyone to education is a fundamental human right indispensable for the exercise of other rights. It is enshrined in several international instruments of protection of human rights. Education occupies a prominent place in the international law of human rights and the international community will pay special attention as an essential condition for peace and development. The obligation of States is to ensure full and equal access to education and achieve the ideal of equality of educational opportunity for everyone. In Mauritania, the mismanagement of ethnolinguistic diversity, economic and social inequalities and persistence of slavery and slavery-like practices hinder the effective exercise of this law, which access shall be no discrimination on which it is prohibited grounds. The purpose of our work is to see the synthesis between the requirements of international law, the Mauritanian law based on Islamic Shari'a and the desire to build a mauritanian identity.

Syftet med vår studie är att undersöka hur förskollärare uttrycker sig om idén att alla barn har rätt till utbildning och deras tankar om det. Forskningsfrågorna är följande: Hur beskriver förskollärare barns rätt till utbildning? Vilka aspekter anser förskollärare finns som påverkar barns rätt till utbildning? Studien är genomförd med två fokusgrupper med 2 respektive 3 legitimerade förskollärare i varje grupp. Dessa förskollärare är verksamma inom samma kommun. Urvalet av deltagare gjordes utifrån ett kriteriebaserat bekvämlighetsurval. Studien har utgått från ett postmodernt perspektiv. Resultatet visar att förskollärare anser att utbildning sker under hela dagen i förskolans verksamhet samt att förskolan endast ska fungera som ett komplement till hemmet. Förskollärarna visar även på en osäkerhet kring barnkonventionen som träder i kraft som svensk lag och hur detta kommer påverka förskolans verksamhet. Förskollärarna beskrev barns rätt till utbildning som att det kan ske genom förskollärarledda aktiviteter eller utifrån barnens initiativ. Förskollärarna beskrev lek, omsorg och trygghet som de viktigaste aspekterna som påverkar barns rätt till utbildning.

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-09-22T13:01:58Z No. of bitstreams: 1 GHEYSA MARIELA ESPINDOLA.pdf: 1388105 bytes, checksum: 5496d7c6808de1eba9611e3686a7b648 (MD5) / Made available in DSpace on 2016-09-22T13:01:58Z (GMT). No. of bitstreams: 1 GHEYSA MARIELA ESPINDOLA.pdf: 1388105 bytes, checksum: 5496d7c6808de1eba9611e3686a7b648 (MD5) Previous issue date: 2016-06-15 / This Master Thesis presents a research proposal regarding the public budget foreseen in the Federal Constitution as a guaranteed mechanism for the fundamental right to Education. Therefore our starting point is contemporary constitutionalism, whose main features are: its normativity that recognizes the constitutional provisions and legal norms; the Constitution superiority; as well as the Constitution centrality in the contemporary legal systems. Moreover inside this Constitutional centrality it is necessary to highlight the recognized fundamental rights, provided by and protected by the State, which has the primary role of ensuring them and above that, the role of promoting them. This discussion on fundamental rights’ endorsement depends on positive actions taken by the Government, such as the provision of the constitutional right to education; and if it depends on a public action, then it involves a decision regarding the form of public resources use. In order to observe the fundamental right to education guaranteed by the Federal Constitution, it is necessary that Public Management establishes actions and programs through educational policies and, therefore, provides the necessary resources. In this dissertation, the main goal will be to discuss how the public budget, constitutionally guaranteed, is an effective instrument to ensure the right to education. / A presente dissertação tem como proposta de investigação o orçamento público previsto na Constituição Federal de 1988 como mecanismo de garantia do direito fundamental à educação. Para tanto, temos como ponto de partida o constitucionalismo contemporâneo que tem como principais características a sua normatividade, que reconhece os dispositivos constitucionais como normas jurídicas, a superioridade da Constituição, bem como a centralidade da Constituição nos sistemas jurídicos contemporâneos. Ademais, dentro desta centralidade constitucional, há que se destacar os reconhecidos direitos fundamentais, previstos e de necessária proteção por parte do Estado, que tem o papel primordial de garantir os mesmos e mais do que isso, o papel de promovê-los. Esta discussão acerca da promoção dos direitos fundamentais depende de ações positivas pelo Poder Público, como a prestação do direito constitucional à educação, e, se depende de uma ação pública, consequentemente envolve uma decisão sobre a forma de utilização dos recursos públicos. Para que os comandos contidos na Constituição Federal de 1988 sobre o direito fundamental à educação sejam observados, é necessário que a Administração Pública estabeleça ações e programas, através de políticas públicas educacionais e, para tanto, disponibilize os recursos necessários. Nesta dissertação, o objetivo central será discutir como o orçamento público, previsto constitucionalmente, é um instrumento de efetividade da garantia do direito à educação.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-08-28T18:39:39Z No. of bitstreams: 1 LUCAS LOURENÇO SILVA.pdf: 1580671 bytes, checksum: 736e47559b1df9e3227967566ec89a9b (MD5) / Made available in DSpace on 2017-08-28T18:39:39Z (GMT). No. of bitstreams: 1 LUCAS LOURENÇO SILVA.pdf: 1580671 bytes, checksum: 736e47559b1df9e3227967566ec89a9b (MD5) Previous issue date: 2017-06-26 / This work is part of the research aimed at the universalization of basic education. The object of study is the analysis of the prisional school education developed at the Dona Lourdes Estivalete Teixeira State College (CEDLET), located at Odenir Guimarães Penitentiary (POG). It seeks to understand how the process of implementation of school education in this unit of the Prison Complex of Aparecida de Goiânia has taken place, as well as the contribution of CEDLET's school education to the process of humanization and emancipation of detainees. The theoretical basis is based on the analysis of the relationship between State and society, in the construction of public policies conducive to the universalization of basic education, in order to promote its implementation in areas of deprivation of liberty. In addition, it seeks to identify the role of prisons as total and social institutions, having as theoretical contribution the contributions of Goffman and Berger; Of Foucault, in disciplinary societies; And of Marx, in the relation education and work. Marxist categories were chosen, with work as an educational principle in the process of sociability of capital. The research is qualitative and quantitative and includes a study of CEDLET documents, procedures for the application of open and closed questionnaires, interviews, observation, mapping, field diary. It sought to unveil the existing contradictions about punishment as a pedagogical and social character and the process of schooling, humanization and emancipation in prisons. It was also sought to reveal the processes of the character of punishment as punishment and private revenge and imprisonment as a place of coercion and dehumanization. The survey found that education in the prison system has received a membership of less than 10% of the imprisoned population. Only 8.6% of POG's 3,955 prisoners are enrolled in CEDLET and only 4.1% attend regular classes. The school dropout rate reaches 45%. This is because the schedules of school education and work are coincident. Thus, work in the workshops is chosen to the detriment of education, since it allows the prisoner to have a remuneration, while the studies do not offer immediate financial gain. The Political Pedagogical Project is not in line with the national guidelines for the EJA Prisional and other guiding documents of the Education organization in the areas of deprivation of liberty. There are also insufficient investments to guarantee the implementation of a social quality public school in the prison system, with adequate physical space and adequate qualifications, since most of the teachers did not receive specific training to work with prison education and Are also taught outside of their area of qualification. In fact, it is concluded that there is still not enough compliance with the legislation. There is a lack of economic, social and political conditions to safeguard and enforce the right to social prison education with a view to humanizing and emancipating detainees. / Este trabalho se insere nas pesquisas voltadas à universalização da educação básica. O objeto de estudo é a análise da educação escolar prisional desenvolvida no Colégio Estadual Dona Lourdes Estivalete Teixeira (CEDLET), localizada na Penitenciária Odenir Guimarães (POG). Busca-se entender como tem ocorrido o processo de implementação da educação escolar na referida unidade, do Complexo Prisional de Aparecida de Goiânia, bem como a contribuição da educação escolar do CEDLET para o processo de humanização e emancipação dos detentos. O embasamento teórico se fundamenta nas análises da relação entre Estado e sociedade, na construção de políticas públicas propiciadoras da universalização da educação básica, de modo a promover sua implementação nos espaços de privação de liberdade. Para além disso, busca-se identificar o papel das prisões como instituições totais e sociais, tendo como aporte teórico as contribuições de Goffman e Berger; de Foucault, nas sociedades disciplinares; e de Marx, na relação educação e trabalho. Foram eleitas as categorias marxistas, tendo o trabalho como princípio educativo no processo de sociabilidade do capital. A pesquisa é de natureza quali-quantitativa e contempla estudo de documentos da CEDLET, procedimentos de aplicação de questionários abertos e fechados, entrevistas, observação, mapeamentos, diário de campo. Buscou-se desvelar as contradições existentes acerca da pena como caráter pedagógico e social; e o processo de escolarização, humanização e emancipação nos espaços prisionais. Procurou-se desvelar, ainda, os processos do caráter da pena como punição e vingança privada e da prisão como local de coerção e desumanização. A pesquisa constatou que a educação no sistema prisional tem recebido uma adesão de menos de 10% da população encarcerada. Apenas 8,6% dos 3.955 presos do POG estão matriculados no CEDLET e somente 4,1% frequentam regularmente às aulas. A taxa de evasão escolar chega a 45%. Isso ocorre porque os horários da educação escolar e do trabalho são coincidentes. Assim, o trabalho nas oficinas é escolhido em detrimento da educação, uma vez que possibilita ao preso ter uma remuneração, enquanto os estudos não oferecem ganho financeiro imediato. O Projeto Político-Pedagógico não se encontra alinhado com as diretrizes nacionais para a EJA Prisional e demais documentos orientadores da organização da Educação nos espaços de privação de liberdade. Igualmente, não existem investimentos suficientes para garantir de fato a implementação de uma escola pública de qualidade social no sistema prisional, com espaço físico adequado e com recursos humanos devidamente qualificados, pois a maioria dos professores não recebe formação específica para trabalhar com educação prisional e são levados a lecionar também fora de sua área de habilitação. Na realidade, conclui-se que ainda não há o devido cumprimento da legislação. Faltam as devidas condições econômica, social e política que resguardem e façam cumprir o direito à educação escolar prisional com qualidade social, a fim de possibilitar a humanização e a emancipação dos detentos.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-04-24T12:27:48Z No. of bitstreams: 1 Karina Alves Biasoli Stanich.pdf: 1554702 bytes, checksum: bbffdaf854370c559ab0f103e88b7786 (MD5) / Made available in DSpace on 2018-04-24T12:27:48Z (GMT). No. of bitstreams: 1 Karina Alves Biasoli Stanich.pdf: 1554702 bytes, checksum: bbffdaf854370c559ab0f103e88b7786 (MD5) Previous issue date: 2018-03-20 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / In Brazil, the Federal Constitution of 1988, together with the Law on Guidelines and Bases (Law 9.394 / 1996), constituted the first initiatives for the construction of a public policy that would ensure, among social and fundamental rights, the Education of children from 0 to 3 years old in daycare center/nurseries. Covered by the status of subjective public law, of a universal character, equated with the right to life and freedom, the right to education of children from 0 to 3 years old has become legally enforceable in cases of non-offer or non-regular offer by the competent public entity. In spite of the legal innovations, what happened in practice was a mismatch of the normative aspects and the real conditions of the public equipment that could not even meet the demand for access. Considering that Law is configured as a scientific knowledge that carries a symbolic dimension, it is verified that its effectiveness is conditioned to the struggles and negotiations undertaken through communication in the social sphere. Moreover, such communications involve specific concepts about their ownership that include conceptions of children, education and representations about the role of the family and the very space of the daycare center/nursery that may differ according to the group and their spatio-temporal insertion. Based on the theoretical and methodological contribution of the theory of social representations, the present study had as objective to offer an explanatory frame about the way in which the students of the Pedagogy course, of a university situated in the city of São Paulo, understood and represented the right to education of children from 0 to 3 years old, as well as the daycare center/nursery space. Data was gathered through the application of three instruments: a questionnaire/survey to find out the participants’ profile; another questionnaire/survey containing open questions with the aim of capturing students’ opinions on the objects entitled to “education” and “daycare center/nursery”; and a third questionnaire/survey, composed of three scenarios designed in the form of problem-situations in order to capture the representations of these students from the three dimensions that constitute a social representation: information, image and attitude. For the systematization and analysis of the data collected, the content analysis procedure was used. The results indicated that there is no representation built by this group of students on the right to education of children from 0 to 3 years old, but there are other representational families that are articulated around the concept of education, the role assigned to families and to the space itself of daycare center/nursery / No Brasil, a Constituição Federal de 1988 e a Lei de Diretrizes e Bases (Lei 9.394/1996) constituíram-se como as primeiras iniciativas para a construção de uma política pública que assegurasse, entre os direitos sociais e fundamentais, a educação de crianças de 0 a 3 anos, em creches. Revestido pelo status de direito público subjetivo, de caráter universal, equiparado ao direito à vida e à liberdade, o direito à educação das crianças de 0 a 3 anos tornou-se exigível, judicialmente, nos casos de não oferta ou oferta irregular pelo ente público competente. Apesar das inovações jurídicas, permaneceu, na prática, um descompasso entre os aspectos normativos e as reais condições dos equipamentos públicos que sequer conseguiam dar conta da demanda por acesso. Considerando que o Direito se configura como um conhecimento científico que comporta uma dimensão simbólica verifica-se que sua efetividade se encontra condicionada às lutas e negociações empreendidas por meio da comunicação na esfera social. E, mais ainda, tais comunicações envolvem conceitos específicos acerca de sua titularidade que comportam concepções de criança, de educação e representações sobre o papel da família e o próprio espaço da creche que podem diferir conforme o grupo e sua inserção espaço-temporal. Desenvolvido sob o aporte teórico-metodológico da teoria das representações sociais, o presente estudo teve por objetivo oferecer um quadro analítico sobre o modo como os estudantes do curso de Pedagogia, de uma universidade situada na cidade de São Paulo, compreendiam e representavam o direito à educação de crianças de 0 a 3 anos, bem como o espaço da creche. A coleta de dados foi realizada por meio da aplicação de três instrumentos: um questionário para o levantamento do perfil dos participantes; outro contendo questões abertas com o objetivo de captar os depoimentos dos estudantes sobre o direito à educação e a creche; e um terceiro composto por três cenários projetados configurados em forma de situações-problema, com o objetivo de captar as respostas desses estudantes que permitissem apreender as três dimensões que constituem uma representação social: informação, campo de representação (imagem) e atitude. Para a sistematização e análise dos dados coletados utilizou-se o procedimento de análise de conteúdo. Os resultados indicaram que não há uma representação construída por esse grupo de estudantes sobre o direito à educação de crianças de 0 a 3 anos, mas outras famílias representacionais que se articulam em torno do conceito de educação, do papel atribuído às famílias e ao próprio espaço da creche