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Abstract(s)
Os Direitos Humanos são um conceito de caráter público e universal. Juntamente com
os conceitos de Direitos Fundamentais, Garantias Constitucionais e Princípios
Jurídicos se relacionam com o processo democrático e o Estado Democrático de
Direito onde este estudo do Direito Educacional se desenvolve. Também se usa o
termo jus-educacional para tratarmos de toda a gama de Direitos relacionados à
Educação. Mas tais direitos são muito antigos quando levado em conta o caráter
instrutório, ou seja, o direito a uma formação que há séculos passa de geração para
geração. Há pouco mais de um século o Direito à Educação não era um direito de
todos, mas tão somente de alguns que faziam parte de determinada classe social. As
sociedades democráticas atuais mudaram essa postura e entendem que o Direito a uma
Educação Formal seja universalizada. As pessoas das mais variadas classes deverão
possuir o mais amplo e irrestrito direito à Educação, partindo do princípio
constitucional da igualdade formal, educação pública, gratuita e de qualidade. No
Brasil, inúmeros fatos vão contra esta ordem democrática, colocando a Educação em
posição de subserviência e longe de se alcançar a amplitude dos Direitos Humanos.
Escolas sofrendo com incontáveis problemas, desde violências de todas as ordens
como sexual, física, econômica. A liberdade, como outro dos direitos humanos,
também não é identificada, bastando para isso perceber-se que um Estado onde a
corrupção das instituições públicas vigora torna-se um Estado fraco, nas mãos dos que
possuem poder econômico e de forma despreocupada com o que é público. Assim,
trata a presente pesquisa dos saberes jurídicos educacionais, principalmente os que
afetam aos Direitos humanos, dentre os quais os gestores de instituições de ensino
deveriam ter conhecimento, a fim de que possam atuar da forma mais legítima e justa,
solucionando conflitos existentes em suas unidades escolares. A nossa pesquisa segue
uma metodologia qualitativa, na forma de estudo de caso. A recolha de dados recorreu
ao inquérito por entrevista, com o objetivo de compreender os conhecimentos juseducacionais
necessários para que os gestores de unidades escolares possam atuar
democraticamente na gestão de conflitos em uma instituição de ensino. Após a análise
dos dados recolhidos concluímos que os gestores desconhecem os Direitos Humanos na teoria e na prática, bem como a importância de tal conhecimento. Todos os
diretores resolvem os conflitos em sua unidade escolar com base nos Direitos
Humanos, mas sem ter uma certeza do que o que estão fazendo está realmente
coadunando-se com a referida gama de direitos, pois não passaram por um
aprendizado quanto aos direitos fundamentais – liberdade, igualdade, fraternidade – e
mais modernamente – democracia e felicidade. Esta última perpassando, certamente,
ao direito à Educação, pois sob a ótica do pesquisador, impossível alguém alcançar a
felicidade plena sem Educação
Human Rights are a concept of public and universal character. Together with the concepts of Fundamental Rights, Constitutional Guarantees and Legal Principles, they relate to the democratic process and also to the Democratic State. From the latter, the incipient study of Educational Right or, why not say, jus-educational right derive to some extent, as observed in some characteristics as universality, for example; it should be noted, however, that it is outdated when its instructive features are taken into consideration, as they have been passed down through the ages. Just over one century ago, not all people were equally given the right to education, since only the ones belonging to certain social groups had access to it. Discrimination of all kinds, as the ones related to gender, inequality and class was commonplace, in a way that very few were priviledged enough to receive formal education and acquire knowledge related to Phylosophy, Anthropology, Literature, Languages, Math, among others. Current democratic societies have changed these aspects towards education and understand that every person should have access to the formal Right to Education, as an inherent right of every human being, not subjected to any kind of difference that might exist among people. Based on the constitutional principle of equality, in spite of striking social conditions, every person must own the unrestricted and broad access to public, free and high-quality education. Unfortunately, this is far from becoming a reality in the nation where I come from. Several facts challenge and threaten the country’s democracy, which places Education in a lower position. Therefore, there is great discrepancy with the Human Rights, as schools end up absorbing problems they cannot handle successfully. From the various kinds of violence that may vary from sexual, physical or economic nature to gross massive corruption, which has impacts on the State as a whole. Despite being one of the human rights, freedom cannot be assured either, since political corruption makes the government less efficient. The disconnect with people’s basic needs weakens the offer of the public service and empowers the rich. Thus, the present study aims at analyzing legal issues in Education, especially the ones that affect the Human Rights and among which managers of educational institutions should be aware of in order to promote equality, act as mediators between the people and their government and honor their position as civil servants as they become able to solve the conflicts that rise in the social cell they manage – SCHOOL is its name.
Human Rights are a concept of public and universal character. Together with the concepts of Fundamental Rights, Constitutional Guarantees and Legal Principles, they relate to the democratic process and also to the Democratic State. From the latter, the incipient study of Educational Right or, why not say, jus-educational right derive to some extent, as observed in some characteristics as universality, for example; it should be noted, however, that it is outdated when its instructive features are taken into consideration, as they have been passed down through the ages. Just over one century ago, not all people were equally given the right to education, since only the ones belonging to certain social groups had access to it. Discrimination of all kinds, as the ones related to gender, inequality and class was commonplace, in a way that very few were priviledged enough to receive formal education and acquire knowledge related to Phylosophy, Anthropology, Literature, Languages, Math, among others. Current democratic societies have changed these aspects towards education and understand that every person should have access to the formal Right to Education, as an inherent right of every human being, not subjected to any kind of difference that might exist among people. Based on the constitutional principle of equality, in spite of striking social conditions, every person must own the unrestricted and broad access to public, free and high-quality education. Unfortunately, this is far from becoming a reality in the nation where I come from. Several facts challenge and threaten the country’s democracy, which places Education in a lower position. Therefore, there is great discrepancy with the Human Rights, as schools end up absorbing problems they cannot handle successfully. From the various kinds of violence that may vary from sexual, physical or economic nature to gross massive corruption, which has impacts on the State as a whole. Despite being one of the human rights, freedom cannot be assured either, since political corruption makes the government less efficient. The disconnect with people’s basic needs weakens the offer of the public service and empowers the rich. Thus, the present study aims at analyzing legal issues in Education, especially the ones that affect the Human Rights and among which managers of educational institutions should be aware of in order to promote equality, act as mediators between the people and their government and honor their position as civil servants as they become able to solve the conflicts that rise in the social cell they manage – SCHOOL is its name.
Description
Keywords
Direitos Humanos Constituição Legislação Liberdade Escola Human Rights Constitution Legislation Freedom School
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação