scholarly journals Alianza estado-sociedad C=civil: Debates y desafíos en la co-gestión de políticas de inclusión educativa en Uruguay y Argentina

2020 ◽  
Vol 28 ◽  
pp. 43
Author(s):  
Andres Peregalli
Keyword(s):  
Civil Society ◽  
Qualitative Methodology ◽  
Institutional Design ◽  
Right To Education ◽  
Educational Management ◽  
Bridge Programs ◽  
Medium Level ◽  
Management Paradigms ◽  
The Right ◽  
Educational Inclusion

In Latin America different policies sustained in State-Civil Society alliances are implemented in order to warrant the right to education in marginalized sectors. Uruguay and Argentina carry out “bridge” programs and “completion” plans for adolescents, youngsters and adults to enter, re-enter or finish Medium Level Studies. I compare the characteristics of the alliance State-Civil Society in the co-management of the “Aulas Comunitarias” (Communitarian Classrooms) Program (PAC, Uruguay, 2007) and the “Plan de Finalización de Estudios Secundarios para Jóvenes y Adultos” (Finalization of Secondary Studies for youngsters and adults Plan) (FinEs 2, Argentina, 2008), aiming to understand their contributions to the processes of educational inclusion, as well as their limits. I analyze their genesis, political-institutional design/ways of organization and form of co-management contemplating: a) political-institutional approach to analyze public policy, b) Neo-institutionalism: sociopolitical as well as organizational and historic, c) co-management, d) educational management (paradigms: administrative and strategic). I implement a qualitative methodology, selecting co-management (as performed until December, 2015) as the unit of analysis. The findings show that PAC y FinEs 2 warrant the right to education supported by the attachment of several actors and sectors to their objectives. The quality of the contribution of alliances differs according the political-institutional design, kind of organization and forms of co-management: PAC shows a strategic co-management and FinEs 2 and administrative co-management.

scholarly journals Políticas estudiantiles en la formación docente: Problemas pedagógicos y debates en perspectiva suramericana

2018 ◽  
Vol 26 ◽  
pp. 159 ◽  
Author(s):  
Alejandra Birgin ◽  
Alejandro Vassiliades
Keyword(s):  
Teacher Training ◽  
Latin American ◽  
International Organizations ◽  
Right To Education ◽  
New Students ◽  
Training Institutions ◽  
Teaching Positions ◽  
The Right ◽  
Educational Inclusion ◽  
Latin American Countries

Within the framework of the process of enrollment expansion in teacher training (in the context of the expansion of the higher education level), some Latin American countries have developed specific policies for the student population of teacher training institutions. In this article we analyze how these policies bring new questions to the field of teacher training, linked to the ways in which “new” students are questioned and their effects on the construction of teaching positions. For this, we address a series of speeches from international organizations (with marked influence in the region), which coincide in describing future teachers as deficit subjects. At the same time, we go through a set of student policies that assumed diverse orientations regarding the right to education of these populations and regarding the right of their future students. We understand that these policies and discourses have an effect on the configuration of teaching positions with respect to educational inclusion.

scholarly journals The right to education of persons with disabilities

2017 ◽  
pp. 32-45
Author(s):  
Guillermo Moreno De Gracia
Keyword(s):  
Paradigm Shift ◽  
Human Being ◽  
Right To Education ◽  
Persons With Disabilities ◽  
Legal Standard ◽  
The Law ◽  
Diversity Curriculum ◽  
The Right ◽  
Educational Inclusion ◽  
Physical Accessibility

When speaking about education, we can't just think about the ordinary human being called "normal", but it should also address diversity. Curriculum accommodations, adaptations and physical accessibility are greatly important for educational inclusion to exist. A paradigm shift for educators involves the knowledge and acknowledgement of what disability is. On this note we outline from the legal standard all the instruments currently available which guarantee the right to education of personswith disabilities. Not only it is the Law or the standard, but there has to exist knowledge and acknowledgement of what it is in order for everyone to apply and comply.

scholarly journals CHILD MARRIAGES AND THE RIGHT TO EDUCATION: THE LEGAL AND SOCIAL PERSPECTIVES

2019 ◽  
pp. 18-26
Author(s):  
Maheran Makhtar ◽  
Nor Aida Ab Kadir
Keyword(s):  
Special Reference ◽  
Qualitative Methodology ◽  
Islamic Law ◽  
Research Paper ◽  
Special Care ◽  
International Treaties ◽  
Right To Education ◽  
Social Perspectives ◽  
Minimum Age ◽  
The Right

Recently, Malaysians were alarmed with the shocking news of a marriage between an 11-year-old Thai girl and a 41-year-old Kelantanese man that took place in Thailand. Though the marriage was valid as it fulfilled all the requirements under Islamic Law, it could not be registered in Malaysia without the consent of a Syariah Court as the bride was below the minimum age permitted by Malaysian Law. The man was prosecuted and received a penalty, but the girl remains as a wife. Being a wife, she would shoulder a lot of responsibilities and must also be able to sacrifice a lot of things. It was reported that the man allowed the girl to continue religious schooling, but it was declined by the latter. Without sufficient knowledge and experience, the girl’s future would solely depend on her husband and the parent. Thus, this research paper aims to study the issue of child marriages in Malaysia and how it would affect children legally and physiologically. This paper also intends to examine on the right to education with special reference to married children. This research paper adopts qualitative methodology by examining relevant statutory provisions, decided cases, international treaties, and articles from selected journals. It is therefore suggested that special care should be placed on the married children, particularly on their right to education and their right to be able to hold the future at their own hands.

scholarly journals Judicialização do direito à educação: gestão democrática em tempos da COVID-19

2020 ◽  
pp. 1-19
Author(s):  
Thiago Tavares da Silva Ferreira ◽  
Roberto Francisco de Carvalho
Keyword(s):  
Historical Context ◽  
Quality Standard ◽  
Educational Process ◽  
Right To Education ◽  
Educational Management ◽  
Democratic Management ◽  
Federal Constitution ◽  
The Right ◽  
Capitalist Ideology ◽  
Temporary Closure

The United Nations Educational, Scientific and Cultural Organization - Unesco, revealed that the pandemic caused by COVID-19 affected more than 90% of the world's students due to the temporary closure of schools (Unesco, 2020). The Federal Constitution of 1988 guarantees the right of all to quality education and recognizes it as a subjective public right, as established by articles 205, 206 and its items VI and VII, both of CF / 88 (Brazil, 1988). The present article, of a documental theoretical nature, presents a qualitative approach and uses the Gramscian theory (Gramsci, 1982) to analyze the democratic educational management, as well as the quality standard of education (Cabral, 2008), which made it possible to verify the influence of capitalist ideology in the Brazilian educational process. Due to the citizens' lack of knowledge about the judicial system (Sadek, 2010) this study aims to discuss the right to education and present the judicialization of that right as a tool of democratic management (Ferreira, 2008) considering the historical context that comprises the decade of 1980 to 2020, in which the guarantee of this right has been increasingly undermined due to the crisis caused by the pandemic of COVID-19.

scholarly journals El derecho a la educación de los estudiantes de medicina durante el internado rotatorio

UVserva ◽  
2018 ◽  
Author(s):  
Francisco Domingo Vázquez-Martínez
Keyword(s):  
Health Care ◽  
Public Policy ◽  
Work Force ◽  
Right To Health ◽  
Educational Setting ◽  
Right To Education ◽  
Medium Level ◽  
The Right ◽  
De Medicina ◽  
Schools Of Medicine

Las facultades de medicina deben garantizar el derecho a la educación de los estudiantes cualquiera que sea el escenario educativo. ¿Se respeta el derecho a la educación de los estudiantes de medicina en las unidades de atención médica durante el internado rotatorio? MÉTODO. 97 de 110 estudiantes de la Universidad Veracruzana que terminó el internado (diciembre 2017) contestaron un cuestionario de percepción del respeto a su derecho a la educación durante el mismo. RESULTADOS. 47% de encuestados considera que hubo un respeto medio a su derecho a la educación; 95% se sintió como fuerza de trabajo; 32% nunca cometió errores clínicos por falta de supervisión y 20% siempre recibió atención por parte de sus profesores de la facultad. CONCLUSIONES. El respeto al derecho a la educación de los internos puede mejorar significativamente, lo que conllevará a un mayor derecho a la salud en México.Palabras clave: Educación médica; internado rotatorio de pregrado; derecho a la educación; derecho a la salud; seguridad del paciente AbstractBACKGROUND. The schools of medicine have to guarantee the rights to edu­cation to students regardless of the educational setting. Is the right to education to medical stu­dents at the health care units during the rota­ting internship respected? METHODS. 97 out of 110 students from Universidad Veracruzana (University of Veracruz), who completed the internship (December 2017), answered a ques­tionnaire regarding their perception whether their rights to education was respected during the internship. RESULTS. 47% of respondents considered that their rights to education had a medium level of respect; 95% felt they were considered as a work force; 32% never made any clinical errors due to lack of supervision, while 20% was always paid attention by their faculty professors. CONCLUSIONS. Respecting the right to edu­cation to internists can be significantly impro­ved, which will lead to a greater right to health in Mexico.Keywords: Public observation; violence; justi­ce; vulnerability; public policy 

scholarly journals Vygotski’s theories on Defectology: contributions to the special education of the 21st century

Educação ◽  
2018 ◽  
Vol 41 (3) ◽  
pp. 374
Author(s):  
Sônia Mari Shima Barroco
Keyword(s):  
Special Education ◽  
21St Century ◽  
Basic Education ◽  
Disabled People ◽  
Human Species ◽  
Right To Education ◽  
The Right ◽  
Educational Inclusion

This text exposes the pertinence of L. S. Vygotski’s (1896-1934) theoretical-methodological assertions to the Soviet Defectology at its original birth, when our today’s Basic Education universalization did not exist yet, to Special Education of the 21st century, when the right to Education in democratic states is regarded as a means of social and educational inclusion. The author turns out to be revolutionary for subsidizing an integrated vision of the constitution of the human psychic activity, defending the plain possibility of humanization, the formation of cultural building of human species in both ableb and disabled people. *** Teorizações de Vygotski sobre a Defectologia: contribuições à educação especial do século XXI ***O texto expõe a pertinência das asserções teórico-metodológicas de L. S. Vygotski (1896-1934) à Defectologia Soviética em seu contexto original, quando a Educação Básica não era universalizada, e as coloca em perspectiva para o século XXI, quando a Educação é assumida como direito para todos, nos Estados democráticos e sob a perspectiva da inclusão social e educacional. O autor revela-se revolucionário por subsidiar uma visão integrada da constituição do psiquismo humano, por defender a possibilidade de humanização, a formação do edifício cultural nas pessoas com e sem deficiências.Palavras-chave: Vygotski; Educação Especial; Defectologia.

scholarly journals Right to Education and Employment: A Step Towards Empowering Transgender Community

2017 ◽  
pp. 113-126
Author(s):  
Naresh Kumar Vats ◽  
Megha Purohit
Keyword(s):  
Qualitative Methodology ◽  
Social Stigma ◽  
Political Rights ◽  
Human Right ◽  
Right To Education ◽  
Comprehensive Overview ◽  
Transgendered People ◽  
Holy Places ◽  
Education And Employment ◽  
The Right

The term Transgender is generally used to refer to those people who do not incarcerate themselves into the socially constructed gender norms i.e. male or female. Despite having international instruments and constitutionalprovisions on safeguarding the right to equality of all persons, still transgendered people face social stigma in every aspect of their lives. They face numerous overlapping challenges, specifically discrimination in education and employment. Even while looking at the Vedic period, there was less recognition to eunuchs but during the Mughal period, they were enjoying the position as guardians of harems. They were alsogiven the privilege of guarding the holy places which they lost during the British period. They continue to face harassment on many occasions besides bullying at school and workplace. Now, India is still struggling to pass a Bill on Rights of transgendered ensuring to bring them into the mainstream of society. The right to education and employment, which are enshrined as a human right in the International Covenant on Civil & Political Rights, applies to all people irrespective of their sexual orientationbut due to prevalent social stigma and people’s attitude, the transgender community is facing various challenges. Hence, the paper is an attempt to provide a comprehensive overview on rights of education and employment of transgendered members. The approach in the paper is analytical and descriptive involving qualitative methodology. The study engages the internal and external desk-based research limited to specific rights to education and employment to the third gendered people.

scholarly journals Niñez, migración y derecho a la educación. Vulnerabilidades y consecuencias en la movilidad Estados Unidos-Oaxaca, México

2021 ◽  
Vol 12 ◽  
pp. 0
Author(s):  
Marta Rodríguez-Cruz
Keyword(s):  
United States ◽  
Qualitative Methodology ◽  
The United States ◽  
Discussion Groups ◽  
Immigration Policies ◽  
Right To Education ◽  
Documentary Analysis ◽  
Ethnographic Observation ◽  
The Right ◽  
Trump Administration

This article aimsto analyze the extent to which the right to education of immigrant and returned children from the United States to Oaxaca, Mexico,is guaranteedafter the Trump administration increased containment of immigration policies with significantrepercussions for adult Mexicans and their offspring. A qualitative methodology integrated by ethnographic observation techniques with and without participation, interviews, discussion groups,and documentary analysis has been used. The main findings show that the infringement of the children’sright to education increases their vulnerability with a decisive impacton their educational, social,and labor present and future. The originality of the study lies in the approach to the consequences of return onchildhoodand their right to education in the state of Oaxaca, not attended enough by migratory studies, which is also a contribution.

scholarly journals ENSINO DE GEOGRAFIA NO CONTEXTO DA DIVERSIDADE E DA INCLUSÃO EDUCACIONAL

2021 ◽  
Vol 11 (21) ◽  
pp. 05-23
Author(s):  
Solange Lucas Ribeiro ◽  
Juliana Oliveira dos Santos
Keyword(s):  
Students With Disabilities ◽  
Collaborative Research ◽  
Autism Spectrum ◽  
Quality Education ◽  
Education For All ◽  
Right To Education ◽  
Geography Teaching ◽  
Research Findings ◽  
The Right ◽  
Educational Inclusion

As políticas inclusivas apontam avanços no direito à escolarização de alunos, contemplando a sua diversidade. Dessa forma, pessoas com deficiência, transtorno do espectro autista, altas habilidades e outras singularidades, vem ocupando espaços nas escolas. Contudo, há muito a ser percorrido para que a inclusão se efetive, sendo um dos pilares, a mediação pedagógica, a partir da escuta sensível, que permite atender às necessidades e especificidades dos alunos. O presente artigo intenciona analisar e problematizar as práticas docentes e os recursos didáticos, utilizados no ensino de Geografia, com ênfase na categoria Lugar e na cartografia tátil. A temática é relevante, pois há uma imagem estereotipada da geografia escolar, considerada como uma disciplina mnemônica, difícil, que urge ser desconstruída, sobretudo para alunos com deficiência, que vivenciam a chamada “inclusão marginal”. O texto é produto de uma pesquisa colaborativa, com desenvolvimento de oficinas, a partir de dados coletados em entrevistas, grupos focais e questionários.  Nos achados da pesquisa, assume destaque a subtração do direito à educação, pela falta de equidade de oportunidades e de recursos táteis não usados pela grande maioria dos professores. Nesse sentido, uma educação de qualidade, para todos, é um desafio necessário e urgente que a sociedade deve assegurar. Palavras-chave Ensino de geografia, Diversidade, Inclusão, Cartografia tátil.   TEACHING GEOGRAPHY IN THE CONTEXT OF DIVERSITY AND EDUCATIONAL INCLUSION Abstract Inclusive policies point to advances in the right to schooling for students, taking into account their diversity. Thus, people with disabilities, autism spectrum disorder, high skills and other singularities, have been occupying spaces in schools. However, there is much to be done for inclusion to become effective, one of the pillars being pedagogical mediation, based on sensitive listening, which allows meeting the needs and specificities of students. This article intends to analyze and problematize teaching practices and didactic resources, used in the teaching of Geography, with emphasis on the category Place and tactile cartography. The theme is relevant, as there is a stereotyped image of school geography, considered as a mnemonic, difficult discipline, which urgently needs to be deconstructed, especially for students with disabilities, who experience the so-called “marginal inclusion”. The text is the product of collaborative research, with the development of workshops, based on data collected in interviews, focus groups and questionnaires. In the research findings, the subtraction of the right to education is highlighted, due to the lack of equity in opportunities and tactile resources not used by the vast majority of teachers. In this sense, quality education for all is a necessary and urgent challenge that society must ensure. Keywords Geography teaching, Diversity, Inclusion, Tactile cartography.

scholarly journals Inclusión educativa y derecho a la educación. La disputa de los sentidos

2019 ◽  
Vol 27 ◽  
pp. 26
Author(s):  
Ingrid Sverdlick
Keyword(s):  
Inclusive Education ◽  
Buenos Aires ◽  
The Political ◽  
School Life ◽  
Right To Education ◽  
The Senses ◽  
The Right ◽  
Political Dispute ◽  
Discourse Understanding ◽  
Educational Inclusion

This article discusses, from a historical perspective, the political dispute over the senses that the right to education and inclusive education have been in different models or educational proposals over time and its particular configuration in the today. It is an analysis that incorporates a look over power struggles that they occur in the field of discourse, understanding the senses that can have the words and the concepts associated with them, to occupy fields that are not only theoretical or speech fields, but they are also fields of political practice. On the other hand, this political reflection is complemented with a critical analysis of school educational inclusion practices, from seeing the results of a research that asked about the forms of appropriation of public policy in secondary schools with projects of educational inclusion of the province of Buenos Aires, Argentina between 2013 and 2015. We are particularly interested in the senses and tensions that assumes the educational inclusion in the discourses and practices of principals and teachers, as much as by the aspects of school life that limit and put in tension these conceptualizations, discourses and practices.

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