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Previous issue date: 2016-12-13 / Education, whether as a form of expression of ?being born? or as a way to instruct or guide, plays a fundamental role in the formation of the personality and intellectual of the individual. The perception of this feeling was not born ready, on the contrary, it was evolutionary as the story tells us. The importance of education has been gaining ground for every generation that succeeds not only in Brazil, but also in the rest of the world. The right to education as the right of everyone already finds shelter in the first Brazilian Constitution, guaranteeing free primary education. As a fundamental social right, education is established in article 6 of the Federal Constitution of 1988 and in a chapter proper from article 205, preserving not only all the achievements, but also harboring new propositions. Education has never gained as much prominence and importance as in the current Constitution, including raising the unpublished position of subjective public law. Also from the perspective of the dignity of the human person, education is projected to be not just a motto (?right of all?), but in fact to be inclusive and of quality. Thus, education should be considered substantively and constituent was generous in that regard. In addition, the quality standard is in the legislation and reached the courts as an educational locus defended in the country. Decent education, however, seeks in the quality framework that education must be addressed; If it is deprecated, the dignity of the human person will be infring ed. Unfortunately, the crisis in the effectiveness of educational policies is constant, as a result of the lack of provision on the part of the rulers of a State with predominant characteristics of a Welfare State. Therefore, social welfare should guide the actions of the Executive Power, but which uses a fictitious discretion to direct its steps, as well as arguments that mirror the dogmatics of the reserve of the possible, the tragic choices and the principle of separation Of the Powers. It counterattacks, based on the defense of the existential minimum and the prohibition of social regression, besides directly weighing the
previous concepts. All this debate ends in the processualistic scope due to the principle of access to Justice. The judicialization of fundamental rights has become a social phenomenon and before this, the Judiciary has had to actively take part to meet what has already been guaranteed by the constituent and infraconstitutional legislator. Collective tutelage also came as a solution when new rights came to be highlighted by the doctrine, before a mass society, as diffuse, collective stricto sensu and individual homogeneous. Thus, a new discipline emerged in this framework: collective processes. In Brazil, public civil action has become the most requested form of action, mirrored in other experiences, such as American class actions and Italian law. A collective process microsystem has been created to support the new discipline, and it has also created sensitive points that have hindered or even hindered the development of public civil action, such as jurisdiction, legitimacy and res judicata. For the purposes of educational policies, however, it has the merit of placating social inequalities, enforcing constitutional dictates, addressing solutions to state omissions, and offering a light at the end of the tunnel. / A educa??o, seja como forma de express?o de ?fazer nascer?, seja como forma de instruir ou orientar, tem papel fundamental na forma??o da personalidade e intelectual do indiv?duo. A percep??o deste sentimento n?o nasceu pronta, ao contr?rio, foi evolutiva como nos conta a hist?ria. A import?ncia da educa??o vem ganhando espa?o a cada gera??o que sucede n?o s? no Brasil, como no resto do mundo. O direito ? educa??o como direito de todos j? encontra guarida na primeira Constitui??o brasileira, garantindo instru??o prim?ria gratuita. Como direito fundamental social, a educa??o se estabelece no artigo 6? da Constitui??o Federal de 1988 e num cap?tulo pr?prio a partir do artigo 205, preservando n?o s? todas as conquistas, como tamb?m, albergando novas proposi??es. A educa??o nunca ganhou tanto destaque e import?ncia como na Constitui??o em vigor, inclusive, angariando o posto in?dito de direito p?blico subjetivo. Tamb?m pela perspectiva da dignidade da pessoa humana, a educa??o ? projetada a n?o ser apenas um lema (?direito de todos?), mas de fato ser inclusiva e de qualidade. Assim, a educa??o deve ser considerada de modo substantivo e constituinte foi generoso quanto a isso. Ademais, o padr?o de qualidade est? na legisla??o e chegou aos tribunais como locu??o educacional defendida no pa?s. J? a educa??o digna busca
no referencial de qualidade que a educa??o deve ser tratada; se for preterida, a dignidade da pessoa humana ser? infringida. Infelizmente, a crise da efetiva??o das pol?ticas educacionais ? constante, resultado da falta de presta??o por parte dos governantes de um Estado com caracter?sticas predominantes de um Welfare State. Portanto, o bem-estar social deve pautar as a??es do Poder Executivo, mas que se vale de uma discricionariedade fict?cia para direcionar seus passos, bem como de argumenta??es que se espelham na dogm?tica da reserva do poss?vel, das escolhas tr?gicas e do princ?pio da separa??o dos Poderes. Contra-ataca-se, com base na defesa do m?nimo existencial e da proibi??o de retrocesso social, al?m de ponderar diretamente os conceitos anteriores. Todo este debate acaba no ?mbito processual?stico em raz?o do princ?pio do acesso ? Justi?a. A judicializa??o dos direitos fundamentais se tornou um fen?meno social e diante disso, o Poder Judici?rio teve que tomar parte de forma ativa para atender o que j? foi garantido pelo constituinte e legislador infraconstitucional. A tutela coletiva, igualmente, veio como solu??o quando novos direitos passaram a ser destacados pela doutrina, diante de uma sociedade massificada, como difusos, coletivos stricto sensu e individuais homog?neos. Assim, uma nova disciplina surgiu neste quadro: os processos coletivos. No Brasil, a a??o civil p?blica se tornou a mais requisitada forma de agir, espelhada em outras experi?ncias, como as class actions estadunidenses e no direito italiano. Criou-se um microssistema processual coletivo para embasar a nova disciplina e dele tamb?m surgiram pontos sens?veis que travaram ou ainda atrapalham o desenvolvimento da a??o civil p?blica, tais como a compet?ncia, legitima??o e coisa julgada. Para efeitos das pol?ticas educacionais, no entanto, tem o m?rito de aplacar as desigualdades sociais, fazer cumprir os ditames constitucionais, encaminhar solu??es para as omiss?es estatais, oferecendo, ao todo, uma luz no fim do t?nel.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/7232 |
| Date | 13 December 2016 |
| Creators | Rocha, Marcelo Hugo da |
| Contributors | Jobim, Marco F?lix |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Direito, PUCRS, Brasil, Escola de Direito |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -1046629855937119302, 600, 600, 600, 4512033976268881925, -7277407233034425144 |
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