scholarly journals A pré-escola e o direito à educação: aportes para um debate

2017 ◽  
Vol 28 (67) ◽  
pp. 102
Author(s):  
Luiz Carlos Gil Esteves
Keyword(s):  
Rural Areas ◽  
Preschool Education ◽  
School Education ◽  
Right To Education ◽  
Educational Funding ◽  
Number Of Children ◽  
Education Legislation ◽  
The North ◽  
Palabras Clave ◽  
The Right

<p>O objetivo deste artigo é refletir, com base em números do Instituto Brasileiro de Geografia e Estatística (IBGE), sobre o processo de oferta da educação pré-escolar no período de 2003 a 2014, tendo em vista o conjunto de leis que determina a sua universalização obrigatória dessa etapa até o fim de 2016. Assim, ainda que o avanço nesse atendimento tenha sido expressivo, constatou-se um déficit de cobertura superior a 600 mil crianças de 4 e 5 anos. Os mais excluídos são os sujeitos provenientes do estrato dos 25% mais pobres da população, de raça/cor preta e residentes em áreas rurais, sobretudo nas regiões Norte e Centro-Oeste. Não foi percebido maior impacto nem com a adoção de novos parâmetros para o financiamento educacional nem com a promulgação das leis que obrigam tal oferta universal, no sentido de alterar o ritmo progressivo das matrículas verificado, como também não se percebeu relação direta entre maior cobertura e melhores indicadores de qualidade.</p><p><strong>Palavras chave:</strong> Educação Pré-escolar; Direito à Educação; Legislação da Educação; Indicadores Educacionais.</p><p> </p><p><strong><em>La preescuela y el derecho a la educación: aportes para un debate</em></strong></p><p><strong><em>Resumen:</em></strong></p><p><em>El objetivo de este artículo es el de reflexionar, en base a números provenientes del Instituto Brasileiro de Geografia e Estatística (IBGE), sobre el proceso de oferta de la educación preescolar entre 2003 y 2014, teniendo en cuenta el conjunto de leyes que determina su universalización obligatoria hasta fines del 2016. Aunque el avance en dicha atención fue expresivo, se constató un déficit de cobertura superior a 600 mil niños entre 4 y 5 años. Los principales excluidos son los sujetos provenientes del estrato 25% más pobre de la población, de raza/color negro y residentes en las áreas rurales, sobre todo en las regiones Norte y Centro Oeste. No se detectó un gran impacto tanto con la adopción de nuevos parámetros para la financiación educacional como con la promulgación de las leyes que obligan tal oferta universal, en el sentido de alterar el ritmo progresivo de las matrículas que se verificó durante los años investigados, así como tampoco se percibió una relación directa entre mayor cobertura y mejores indicadores de calidad.</em></p><p><strong><em>Palabras clave:</em></strong><em> Educación Preescolar; Derecho a la Educación; Legislación de la Educación; Indicadores Educacionales.</em></p><p><em><br /></em></p><p><strong><em>Preschool and the right to education: contributions to a debate</em></strong></p><p><strong><em>Abstract:</em></strong></p><p><em>This article aims to reflect on the process of offering pre-school education from 2003 to 2014. It is based on figures from the Brazilian Institute of Geography and Statistics (IBGE) and guided by the set of laws that determine the compulsory universalization of pre-school education by the end of 2016. Thus, even if the number of children attending school has been expressive, there is a deficit of more than 600,000 places for 4 and 5 year-old children. Most of the children excluded come from the poorest 25% stratum of the population, who are black and reside in rural areas, especially in the North and Midwest regions. No impact was detected in the change of the progressive pace of enrollment, neither with the adoption of new parameters for the educational funding nor with the legislation that establishes preschool education as universal and compulsory. Also, no direct relationship between more places and better quality indicators was detected.</em></p><p><strong><em>Keywords:</em></strong><em> Pre-school; Education; Right to Education; Education Legislation; Educational Indicators.</em></p>

Why Has There Been No People’s Power Rebellion in North Korea?

2018 ◽  
pp. 1-34
Author(s):  
Andrew Jackson
Keyword(s):  
Rural Areas ◽  
North Korea ◽  
Large Scale ◽  
Political Elite ◽  
Information Control ◽  
Al Jazeera ◽  
The North ◽  
New Information ◽  
Effective System ◽  
The Right

One scenario put forward by researchers, political commentators and journalists for the collapse of North Korea has been a People’s Power (or popular) rebellion. This paper analyses why no popular rebellion has occurred in the DPRK under Kim Jong Un. It challenges the assumption that popular rebellion would happen because of widespread anger caused by a greater awareness of superior economic conditions outside the DPRK. Using Jack Goldstone’s theoretical expla-nations for the outbreak of popular rebellion, and comparisons with the 1989 Romanian and 2010–11 Tunisian transitions, this paper argues that marketi-zation has led to a loosening of state ideological control and to an influx of infor-mation about conditions in the outside world. However, unlike the Tunisian transitions—in which a new information context shaped by social media, the Al-Jazeera network and an experience of protest helped create a sense of pan-Arab solidarity amongst Tunisians resisting their government—there has been no similar ideology unifying North Koreans against their regime. There is evidence of discontent in market unrest in the DPRK, although protests between 2011 and the present have mostly been in defense of the right of people to support themselves through private trade. North Koreans believe this right has been guaranteed, or at least tacitly condoned, by the Kim Jong Un government. There has not been any large-scale explosion of popular anger because the state has not attempted to crush market activities outright under Kim Jong Un. There are other reasons why no popular rebellion has occurred in the North. Unlike Tunisia, the DPRK lacks a dissident political elite capable of leading an opposition movement, and unlike Romania, the DPRK authorities have shown some flexibility in their anti-dissent strategies, taking a more tolerant approach to protests against economic issues. Reduced levels of violence during periods of unrest and an effective system of information control may have helped restrict the expansion of unrest beyond rural areas.

3. The Madero revolt and regime (1910–1913)

2016 ◽  
pp. 27-42
Author(s):  
Alan Knight
Keyword(s):  
Rural Areas ◽  
Social Reform ◽  
Ciudad Juarez ◽  
The North ◽  
Liberal Democratic ◽  
Democratic Tradition ◽  
The Right

Francisco Madero, scion of one of northern Mexico’s richest families, had led the unsuccessful opposition of early 1910 in the liberal-democratic tradition. ‘The Madero revolt and regime’ explains how the Díaz victory in the 1910 election provided the impetus for armed revolt in rural areas. The Treaty of Ciudad Juárez in early 1911 ended the Maderista revolution as well as the Porfirian regime, but the deal was not well received by rebel leaders: Orozco in the north and Zapata in the centre. Madero’s presidency saw opposition both from the Right and Left, but it was the rebellious insurgency of Zapatismo and Orozquismo looking for social reform that led to Madero’s downfall.

scholarly journals Legal Regulation of Relations in the Field of Education

2019 ◽  
Vol 8 (4) ◽  
pp. 9035-9038
Keyword(s):  
Human Rights ◽  
Migration Policy ◽  
Case Law ◽  
Legal Regulation ◽  
European Convention ◽  
Right To Education ◽  
National Education ◽  
Education Legislation ◽  
European Court ◽  
The Right

The article analyzes the specifics of ensuring the protection of the right to education in case-law decisions of the European Court of Human Rights. The authors have found that there are problems in the current education systems both in Europe and Russia. These problems are solved in accordance with the case law created by the European Court of Human Rights making decisions to ensure the right to education. The authors have noted the main violations committed by governments or governmental bodies in its implementation. The authors have shown the correspondence of the norms of national education legislation of a number of European countries to the provisions of the European Convention on Human Rights. In this regard, the authors have concluded that today, the right to education in European states is not always respected due to migration policy and in the future, relations in this area will deteriorate.

scholarly journals The local component of Preschool Education in Donets region: challenges of modernity and ways of their solution

2019 ◽  
pp. 55-64
Author(s):  
Yekaterina Nikityuk ◽  
Olga Styagunova
Keyword(s):  
Sustainable Development ◽  
Inclusive Education ◽  
Preschool Education ◽  
Education Institution ◽  
Specific Aspect ◽  
Educational Process ◽  
School Education ◽  
Grey Zone ◽  
Number Of Children ◽  
Educational Challenges

The article is devoted to the modern issues of pre-school education in Donetsk region. The article presents the statistic information concerning the development of a network of pre-school education institutions in Donetsk region during the military aggression – the general number of institutions in the cities/regions, the number of children involved into pre-school education, the number of pre-school groups with prioritized ways of development, the number of institutions which operate in the so called “grey zone” and the number of children who get pre-school education in the designated institutions under dangerous conditions, staff assistance, etc. The statistical data concerning the language of the educational process in pre-school institutions of the region are separately represented in the article. The article uncovers special features of the organization and topical issues of Donetsk region pre-school education based on regulatory documents and the programme “Donetsk region education in European dimension. 2017‒2020”. The attention is payed to the modern challenges for Donetsk region education; modern educational challenges have been characterized as national-patriotic upbringing, inclusion, implementation of sustainable development and creation of a safe and child-friendly pre-school education institution. The article focuses on bilingual environment of the region and the necessity to pay attention to this specific aspect while organizing educational activities with preschoolers. The information regarding the results of the pre-school education institutions of Donetsk region involved into educational projects has been summarized. The article presents the forms and methods of pursuing the principle of regionality in pre-school education institutions. Some ways of combining the general regional and the regional components in the educational process of pre-school education institutions under conditions of reformations within the system of education have been proposed. Keywords: modern pedagogical challenge, child-centrism, national patriotic education, inclusion, inclusive education, sustainable development.

scholarly journals Legal problems of ensuring equal conditions for realization the constitutional right to education

2018 ◽  
Vol 2 (4) ◽  
pp. 30-42
Author(s):  
A. Matnenko
Keyword(s):  
Selection Process ◽  
Developed Countries ◽  
School Education ◽  
Right To Education ◽  
Education Inequality ◽  
The United Kingdom ◽  
Foreign Countries ◽  
Constitutional Right ◽  
The Individual ◽  
The Right

The subject of the paper is legal conditions for realization the constitutional right to education.The purpose of the paper is to confirm or disprove the hypothesis that legal measures of realization of the right to education that are used in developed foreign countries can be used in Russia to improve Russian educational legislation.The methodology. General scientific methods as analysis, synthesis, induction, deduction, comparison were used. The author also uses the formal legal interpretation of Russian judicial decisions as well as comparative legal method.The main results and scope of their application. The court decisions supporting the principle of territorial consolidation of schools indicate that this principle does not exclude the possibility of citizens not residing in the fixed territory to enter the school of their choice. However, the implementation of this feature, due to the lack of legislative regulations of the procedure, can cause bias, corruption and other abuses of constitutional right to education. Inequality children’s opportunities to enter the school due to their place of residence persists in the individual selection process. Situations where there are no clear and consistent rules for the provision school education inevitably generates numerous violations of citi-zens' rights and inequality based on the financial situation of parents. In Russia, there is no "waiting list", when children wishing to enroll in a particular school, would be taken to the vacant place. Accordingly, the adoption of such decisions by school administrations also lies in the plane of subjective discretion and causes corruption risks. China's experience is interesting because there are transparent, equal conditions for legal attraction of extra-budgetary funds to the school system, which do not turn access to education in the best schools into a corruption scheme or competition of parents ' incomes and do not infringe the rights of those who seek to enter them on the basis of their own achievements and knowledge. Speaking about the British experience, it is interesting to note that the lack of vacancies in the school itself can not be a reason for refusing to enroll a child in school.Conclusions. The legal experience of developed countries, such as the United Kingdom, Germany, Austria, Japan, China, in regulating the grounds and procedures for the provision of school education can be successfully applied in order to improve the Russian legislation, which establishes the legal mechanisms for the implementation of the constitutional right to education.

On Preparedness of the Children Attending Municipal Preschool Educational Institutions in Rural Areas of the Krasnodar Region to Systematic Schooling

2020 ◽  
pp. 12-15
Author(s):  
L.V. Batrakova ◽  
P.V. Nefedov
Keyword(s):  
Preschool Children ◽  
Rural Areas ◽  
Preschool Education ◽  
Important Task ◽  
Educational Institutions ◽  
Harmonious Development ◽  
Number Of Children ◽  
Krasnodar Region ◽  
Before School ◽  
High Level

Background. Preparation for school is the most important task of preschool education, and its solution can provide a high level of health, harmonious development of the child, and formation of a holistic personality. Our objective was to assess preparedness for systematic schooling of children attending kindergartens in rural areas of the Krasnodar Region. Materials and methods. The studies were conducted in 6 kindergartens attended by 179 preschool children aged 6–7, a year before school admissions and just before entering school. Results. We established that 37% of 6-year-old children were considered to be prepared for systematic schooling, while the rest were either conditionally ready (19%) or not ready at all (44%). In a year, the number of children ready for school increased to 69%, while the percentage of those who were conditionally ready or not ready dropped to 26% and 4.5%, respectively. The parents of those preschoolers who were not ready for school were given appropriate recommendations. Conclusion. The positive dynamics of children’s preparedness for school testifies to the efficiency of activities held in preschool educational institutions during the year.

scholarly journals (TRANS)FORMAÇÃO DO MUNICÍPIO DE CONFINS E SEU PLANEJAMENTO TERRITORIAL

2020 ◽  
Vol 16 (01) ◽  
pp. 282-308
Author(s):  
Rogério Augusto Figueiredo Coutinho ◽  
Antônio Dimas Cardoso ◽  
Simone Narciso Lessa
Keyword(s):  
Rural Areas ◽  
Urban Areas ◽  
Planning Process ◽  
Urban Expansion ◽  
Metropolitan Region ◽  
Master Plan ◽  
The North ◽  
Territorial Planning ◽  
Palabras Clave ◽  
Belo Horizonte

O ordenamento e planejamento territorial dos municípios vêm sofrendo intensas e profundas mudanças, seja pela imposição das forças produtivas e do capital, ou ainda pela necessidade de se adotar novos arranjos territoriais que atendam determinadas necessidades e particularidades locais, trazendo na sua esteira transformações de ordem socioeconômicas e ambientais, levando a vários tipos de investimento em planejamento com abordagens diferenciadas. O último processo de planejamento da Região Metropolitana de Belo Horizonte, qual seja, o Plano Diretor de Desenvolvimento Integrado da Região Metropolitana de Belo Horizonte (PDDI-RMBH, 2009/2011), e o seu respectivo Macrozoneamento (MZ-RMBH, 2014), apontaram para a evidenciação da ocorrência de alguns processos socioespaciais desencadeados a partir de ações governamentais estruturantes, como é o caso do município de Confins, que já alterou toda sua legislação específica para estabelecer que o perímetro urbano, tal como definido no Plano Diretor vigente (Lei Complementar nº 012/2009), corresponde à totalidade das divisas municipais. Transformou, pois, todas as áreas/zonas rurais em áreas/zonas urbanas ou de expansão urbana. Buscou-se com esse estudo entender em que medida esse processo realizado em Confins foi derivado de disputas entre os vários interesses implicados na formação e no planejamento da Metropolitana de Belo Horizonte. A justificativa do trabalho consistiu na importância de, por meio do estudo e análise dos efeitos desse processo de territorialização do município de Confins, jogar luz sobre o papel do Aeroporto (AITN), da pressão imposta pela implantação da Cidade Administrativa e do Vetor Norte, desembocando, em tese, na supressão dos espaços rurais, e, via de consequência, na produção dos correlatos espaços urbanos. Palavras-chave: metrópole, lugar, território, aeroporto, Confins, região metropolitana.   (TRANS)TRAINING OF THE MUNICIPALITY OF CONFINS AND ITS TERRITORIAL PLANNING ABSTRACT The planning and territorial planning of municipalities are undergoing intense and profound changes, either by the imposition of productive forces and capital, or by the need to adopt new territorial arrangements that meet certain local needs and particularities, bringing in its wake socioeconomic transformations And environmental, leading to various types of planning investment with differentiated approaches. The last planning process of the Metropolitan Region of Belo Horizonte, namely the Integrated Development Master Plan of the Metropolitan Region of Belo Horizonte (PDDI-RMBH, 2009/2011), and its respective Macrozoneamento (MZ-RMBH), pointed to The evidence of the occurrence of some socio-spatial processes triggered by structural governmental actions, as is the case of the municipality of Confins, which has already changed all its specific legislation to establish that the urban perimeter, as defined in the current Master Plan (Complementary Law No. 012 / 2009), corresponds to the totality of the municipal currencies. It has thus transformed all rural areas / areas into urban areas or areas of urban expansion. This study sought to understand to what extent this process carried out in Confins was derived from disputes between the various interests involved in the formation and planning of the Metropolitana de Belo Horizonte. The justification of this work was the importance of studying the effects of this process of territorialization in the city of Confins, to shed light on the role of the Airport (AITN), the pressure imposed by the implementation of the Administrative City and the North Vector, Leading to the suppression of rural spaces, and consequently, in the production of related urban spaces. Keywords: metropolis, place, territory, airport, Confins, metropolitan region.   (TRANS)FORMACIÓN DEL MUNICIPIO DE CONFINS Y SU PLANIFICACIÓN TERRITORIAL RESUMEN El ordenamiento y planificación territorial de los municipios vienen sufriendo intensos y profundos cambios, sea por la imposición de las fuerzas productivas y del capital, o por la necesidad de adoptar nuevos arreglos territoriales que atiendan determinadas necesidades y particularidades locales, trayendo en su estera transformaciones de orden socioeconómicas y ambientales, llevando a varios tipos de inversión en planificación con enfoques diferenciados. El último proceso de planificación de la Región Metropolitana de Belo Horizonte, es decir, el Plan Director de Desarrollo Integrado de la Región Metropolitana de Belo Horizonte (PDDI-RMBH, 2009/2011), y su respectivo Macrozoneamiento (MZ-RMBH, 2014), se ha señalado para la evidencia de la ocurrencia de algunos procesos socioespaciales desencadenados a partir de acciones gubernamentales estructurantes, como es el caso del municipio de Confins, que ya alteró toda su legislación específica para establecer que el perímetro urbano, tal como se define en el Plan Director vigente (Ley Complementar nº 012/2009), corresponde a la totalidad de las divisas municipales. Transformó, pues, todas las áreas / zonas rurales en áreas / zonas urbanas o de expansión urbana. Se buscó con ese estudio entender en qué medida ese proceso realizado en Confins fue derivado de disputas entre los diversos intereses implicados en la formación y en la planificación de la Metropolitana de Belo Horizonte. La justificación del trabajo consistió en la importancia de, a través del estudio y análisis de los efectos de ese proceso de territorialización del municipio de Confins, arrojar luz sobre el papel del Aeropuerto (AITN), de la presión impuesta por la implantación de la Ciudad Administrativa y del Vector Norte, desembocando, en tesis, en la supresión de los espacios rurales, y, por consiguiente, en la producción de los correlatos espacios urbanos. Palabras clave: metrópoli, lugar, territorio, aeropuerto, Confins, región metropolitana.

scholarly journals Education in the Constituent of Minas Gerais (Brazil) – 1947 / A Educação na Constituinte do Estado de Minas Gerais (Brasil) - 1947

2018 ◽  
Vol 17 (3) ◽  
pp. 734
Author(s):  
Carlos Roberto Jamil Cury
Keyword(s):  
Minas Gerais ◽  
Right To Education ◽  
National Education ◽  
Palabras Clave ◽  
The Right ◽  
Education Process

Este texto visa verificar o processo de tramitação do direito à educação na Constituinte do Estado de Minas Gerais - Brasil no ano de 1947. O Brasil, país federativo, atribuía aos Estados o respeito às diretrizes e bases da educação nacional e a capacidade de desenvolvimento de seus sistemas de ensino em suas Constituições. Ao mesmo tempo, a Constituição determinava que os Estados deveriam elaborar suas Constituições devido à sua autonomia e à descentralização de competências no campo da educação. Este estudo se insere dentro de pesquisas e estudos interessados na relação entre processos parlamentares e educação. O estudo das fontes evidenciou que a Constituinte Mineira de 1947 se desincumbiu do dever posto na Constituição Federal. Busca-se tanto apontar o texto final como o processo que o constituiu. As fontes documentais foram a matéria-prima de consulta nos Anais da Assembleia Constituinte na biblioteca e arquivos da Assembleia Legislativa Estadual de Minas Gerais e no Arquivo Público Mineiro. Bibliotecas de universidades e do setor público também foram investigadas. O capítulo próprio da educação  ganharia um desenho mais detalhado por meio de leis infraconstitucionais.Palavras-chave: Constituinte e educação; Educação e Constituinte Mineira; Direito à Educação e Processo Constituinte AbstractThis study intends to verify the right to education process in the Constituent of Minas Gerais - Brazil in the year of 1947. Brazil, a federation, atributes to the States - members the respect to the guidelines and bases of the national education and the capacity of development of their teaching´s systems in their Constitutions. At the same time, the Major Law determined tha the States - members should elaborate their Constitutions due to its autonomy and decentralization in the field of education. This article is a continuity of others researches that study the relation between constituent process and education. The search sources were the original documents of the Constituent in the Library and in the Archives of the Minas Gerais Assembly. There was inquiry the Minas Gerais Public Archive and also in the libraries of the universities. The chapter on education would be more would be more detailed in the ordinary laws.Keywords:Constituent and education; Education and Minas Gerais´ Constituent; The Right of Education and Constituent process. ResumenEste texto pretende traer al conocimiento el processo del derecho a la educación en la Constituyente de Minas Gerais - Brasil en el año de 1947. Brasil, una federación, tiene reglas generales validas para todos los Estados- miembros. Las Directrices y Bases de la Educación Nacional constituyen una de estas normas. Al lado de esto, los Estados tienen la capacidad de desarollo de sus sistemas educativos. También pueden  elaborar sus Constituciones debido a su autonomia y descentralización en el campo de la educación. Este artículo es una continuidad de otras investigaciones que estudian la relación entre processos constituyentes y educación. La búsqueda de fuentes  se dio en los documentos originales constantes en la Biblioteca de la Assemblea del Estado de Minas Gerais y también en lo Archivo Publico y en las bibliotecas universitarias. El capítulo de la educación sería más detallado en las leyes ordinarias. Palabras clave: Constituyente y Educación; Educación y Constituyente de Minas Gerais; Educación y Processo Constituyente.

scholarly journals Boko Haram Terrorism and a Threat to Right to Education

2020 ◽  
Vol 6 (2) ◽  
pp. 149
Author(s):  
Ayobami Samson Joshua
Keyword(s):  
Northern Region ◽  
Educational Opportunities ◽  
Right To Education ◽  
Boko Haram ◽  
The North ◽  
Nigerian Government ◽  
The Government ◽  
The Right ◽  
North And South

The government shall direct its policy towards giving to the citizens equal and adequate educational opportunities at all levels. Although, not classified as a fundamental right, this constitutional prescription remains at the forefront of the basic objectives of the Nigerian government; yet, despite this laudable objective, the Northern region of Nigeria has a consistent record of low enrolment rate of indigenous pupils in schools, thereby creating a noticeable disparity between the North and South of Nigeria in terms of education. It is against this background that this paper discusses the evolution, incidences and enabling circumstances of Boko Haram terrorism in Nigeria and its effects on education, particularly in the areas affected. The purpose of this paper is to discuss the long term consequences of the Boko Haram terrorism on the right to education, as guaranteed by the 1999 constitution, in the affected areas of Nigeria. The paper traces the origin and factors that aided the Boko Haram terrorism. It also considers the extent of the effectiveness of the response of the Nigerian government in tackling the problem. The findings prove that, although the response of the government has been active, yet it has not been effective in curtailing the terrorist activities. This has negatively impacted on education in the affected areas of the Northern Nigeria. The paper suggested measures to address the problem.

Educational Reforms Conducted by Brazilian Courts

2021 ◽  
Author(s):  
Adriana Dragone Silveira
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Religious Education ◽  
Educational Reforms ◽  
Right To Education ◽  
Educational Funding ◽  
National Education ◽  
Childhood Education ◽  
Federal Constitution ◽  
The Right

Since the turn of the 21st century, there has been significant debate about the right to education in Brazil, and educational policies adopted by different courts to promote educational reforms have been questioned. The 1988 Federal Constitution has expanded the content of the right to education, as well as established principles, state and federal duties, and different educational funding forms. The Federal Constitution also extended the attributions of institutions aimed at defending social rights, such as the Public Prosecutor’s Office. Thus, new legal arrangements enabled expanding the involvement of justice system institutions in educational reforms. Educational litigation in Brazil can be analyzed by the structure of the judicial system, the right to education, and the main decisions made by the Federal Supreme Court on such issues as the state’s obligation to provide enough seats in early childhood education (2005); the national professional minimum wage (2011); religious education (2017); elementary school–entrance age (2018); and homeschooling (2018). Despite the advancements in guaranteeing the right to education, educational litigation has not always been beneficial for strengthening and expanding educational rights. On the one hand, it has had a positive bias when lawsuits aim at including citizens in public policies, as in the case about the consolidation of early childhood education as a state duty. On the other hand, it has had a negative bias when there is excessive bureaucratization and disrespect toward the autonomy of the educational field, as in the case about the independence of the National Education Council (CNE) to define educational guidelines for enrollment age and religious education.

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