scholarly journals COVID 19 AND EDUCATION: Reflections and possible ways

2020 ◽  
Vol 6 (2) ◽  
pp. a9en
Author(s):  
Maykon Dhonnes de Oliveira Cardoso ◽  
Heliana Pereira Portilho Fuhr ◽  
Kátia Gonçalves Dias
Keyword(s):  
Private Education ◽  
Right To Education ◽  
Public And Private ◽  
Methodological Procedures ◽  
The Right ◽  
The Relationship

The present work presents results from bibliographical and documentary research. For research purposes it is considered necessary to understand how the relationship between Covid-19 and education is configured, reflecting on its consequences and possible ways to solve the post-pandemic problem; Locate the relationship between Covid-19 and education according to the inequalities presented in the pandemic period; Identify the relevance of fulfilling the right to education in the pandemic period according to documents that offer this guarantee fully, as well as analyzing the inequalities in the pandemic period between public and private education. This is a bibliographic and documentary study in relation to the design of methodological procedures.

Private Education

1986 ◽  
Keyword(s):  
Public Education ◽  
Division Of Labor ◽  
Private Education ◽  
Point Of View ◽  
The Other ◽  
Public And Private ◽  
Non Profit ◽  
Or Groups ◽  
Private And Public ◽  
The Relationship

This book focuses on the relationship between private and public education in a comparative context. The contributors emphasize the relationship between private choices and public policy as they affect the division of labor between public and private non-profit schools, colleges, and universities. Their essays examine the kinds of choices offered by each sector, as well as the effects of present and proposed public policies on the intersectoral division of labor. Written from neither a pro-private nor a pro-public point of view, the contributors point to the ways in which they believe one sector or the other may be preferable for certain goals or groups.

The Right to Education in India

2019 ◽  
Author(s):  
Florian Matthey-Prakash
Keyword(s):  
Private Education ◽  
The State ◽  
Legal Empowerment ◽  
Right To Education ◽  
The Poor ◽  
Potential System ◽  
Education In India ◽  
Alternative Means ◽  
Education Act ◽  
The Right

What does it mean for education to be a fundamental right, and how may children benefit from it? Surprisingly, even when the right to education was added to the Indian Constitution as Article 21A, this question received barely any attention. This book identifies justiciability (or, more broadly, enforceability) as the most important feature of Article 21A, meaning that children and their parents must be provided with means to effectively claim their right from the state. Otherwise, it would remain a ‘right’ only on paper. The book highlights how lack of access to the Indian judiciary means that the constitutional promise of justiciability is unfulfilled, particularly so because the poor, who cannot afford quality private education for their children, must be the main beneficiaries of the right. It then deals with possible alternative means the state may provide for the poor to claim the benefits under Article 21A, and identifies the grievance redress mechanism created by the Right to Education Act as a potential system of enforcement. Even though this system is found to be deficient, the book concludes with an optimistic outlook, hoping that rights advocates may, in the future, focus on improving such mechanisms for legal empowerment.

scholarly journals The Realization of the Right to Education in Slovenia

Šolsko polje ◽  
2020 ◽  
Vol XXXI (3-4) ◽  
pp. 63-79
Author(s):  
Marjan Šimenc ◽  
Zdenko Kodelja
Keyword(s):  
Private Education ◽  
Private Schools ◽  
Right To Education ◽  
General Overview ◽  
Rights Of The Child ◽  
The Republic ◽  
The Right

The article presents the realization of the right to education, as set out in the Convention on the Rights of the Child, in the Republic of Slovenia. At the outset, attention is drawn to the special status of the right to education, which is not only the right of children, but also adults. Moreover, the right to education is closely linked to the realization of all other rights. This article presents a general overview of the implementation of rights according to Articles 28 and 29 of the Convention. Then it outlines the problems with the implementation of the Convention in selected areas. The main points are related to the education of Roma children, the quality of knowledge, private education. The complexity of the problem of the realization of the rights of Romani children to education has been repeatedly pointed out in international RS reports on the implementation of the Convention. It is not so obvious, however, that the quality of the knowledge received by students in schools is also an aspect that should be considered from the perspective of the Convention. This article analyses the regulation of private schools: this is the area of education in Slovenia where the biggest normative and factual change has occurred in the period after the adoption of the Convention on the Rights of the Child. The analysis shows that the arrangement is such that it satisfies the requirements set forth in the Convention.

L'État-nation, Une forme de fermeture sociale

1996 ◽  
Vol 37 (1) ◽  
pp. 163-179 ◽  
Author(s):  
Andreas Wimmer
Keyword(s):  
Critical Examination ◽  
Social Rights ◽  
Nation State ◽  
Social Formation ◽  
Public And Private ◽  
Southern States ◽  
The Third ◽  
The People ◽  
The Right ◽  
The Relationship

The study begins with a critical examination of two opposing, theories of nationalism. Next, the relationship between the State and nationalism in the form of the nation state is seen as a process of social formation during which a compromise is established between public and private elites, and the people: loyalty is exchanged for the right to participate in social rights. In the third part, the author considers the future of a number of Southern states in relation to the fundamentals of nation formation.

12. Education and work

2017 ◽  
Author(s):  
Coomans Fons
Keyword(s):  
Human Rights ◽  
International Human Rights Law ◽  
Human Rights Law ◽  
Right To Education ◽  
International Human Rights ◽  
Cultural Rights ◽  
Right To Work ◽  
The Right ◽  
Relationship Of ◽  
The Relationship

This chapter discusses two human rights that belong to the category of economic, social, and cultural rights: the right to education and the right to work. It explains how the modern view of the nature of economic, social, and cultural rights can be applied to these rights. The chapter discusses the sources of the rights under international human rights law, their main features, and components; the obligations resulting from each right; and the relationship of each right with other human rights. Both rights are crucial for the ability to live a life in dignity and develop one’s personality.

scholarly journals Education governance and privatization in Portugal: Media coverage on public and private education

2019 ◽  
Vol 27 ◽  
pp. 125 ◽  
Author(s):  
Fátima Antunes ◽  
Sofia Viseu
Keyword(s):  
Private Schools ◽  
Media Coverage ◽  
Public Access ◽  
Access To Education ◽  
Right To Education ◽  
Public And Private ◽  
Education Services ◽  
The Public ◽  
Public Offering ◽  
The Right

This paper aims to discuss recent changes in Portugal’s education policy. Portugal offers an interesting scenario to study the different ways the economic crisis has brought new opportunities to strengthen the privatization agenda. We specifically focus on media coverage and the contractualization of education services with private schools through ‘association contracts’. In the 1980s the Portuguese State through these contracts financed private schools to operate in areas where the public offering was insufficient, thereby ensuring the public access to education and preventing marginalization. Nowadays, however, these contracts are seen as an ideological banner both for and against education privatization. We present an empirical study based on documental analysis of 180 news articles published in the Portuguese media on the changes in the contractualization of education services. The results show two main audiences sustaining distinct societal projects, comprised of a variety of actors, who are either for or against ‘association contracts’. The actors justify their positions based on their understanding of the State’s role in providing education, the policies involving the right to education and decreasing inequalities.

scholarly journals Bilingual Education and the Problems of Ethnic and Linguistic Identity in the USSR and Modern Russia

2019 ◽  
Vol 16 (2) ◽  
pp. 190-203
Author(s):  
Mikhail A. Marusenko
Keyword(s):  
Bilingual Education ◽  
Modern World ◽  
Minority Languages ◽  
Linguistic Identity ◽  
Right To Education ◽  
Linguistic Rights ◽  
National Minorities ◽  
The Right ◽  
Relationship Of ◽  
The Relationship

The article discusses the relationship of bilingual education with the problems of ethnic and language identification in the USSR and modern Russia. The concept of protecting the rights of national minorities includes an extensive range of linguistic rights and the right to education in minority languages. This right is protected by many international agreements and documents of international organizations and is considered to be an unconditional conquest of fighters for human rights. However, this ignores cases of inconsistencies in ethnic and linguistic identity, which are increasingly frequent in the modern world, and the right of citizens to free ethnic and linguistic self-determination. Planning in the field of bilingual education and teacher training requires objective information on the real number of people willing to study in minority languages, which can be obtained as a result of language monitoring and censuses.

scholarly journals Reflexões em torno das relações entre docentes e educandos/as na educação de pessoas jovens e adultas: caminhos que se encontram na busca pela garantia de um direito

2021 ◽  
Vol 14 (3) ◽  
pp. 22
Author(s):  
Trinidad Vaccarezza ◽  
Leôncio Soares
Keyword(s):  
Adult Education ◽  
Years Of Experience ◽  
Right To Education ◽  
Political Dimension ◽  
Teachers And Students ◽  
Belo Horizonte ◽  
La Red ◽  
The Right ◽  
The Relationship ◽  
E 32

Este artigo traz para a reflexão as relações que se constroem entre docentes e educandos/as da Educação de Pessoas Jovens e Adultas (EPJA) em escolas da Rede Municipal de Educação de Belo Horizonte (RME-BH). As análises apresentadas partem de uma pesquisa realizada com docentes de ampla trajetória de trabalho na modalidade, que variam entre 11 e 32 anos de experiência no campo. Com o objetivo de descrever e analisar essas relações, o artigo indaga sobre como os/as docentes participantes da pesquisa reconhecem as especificidades dos sujeitos que frequentam a EPJA na RME-BH e constroem, junto com eles/as e na interação com a comunidade, um conjunto de práticas cuja finalidade é a busca pela garantia do direito à educação de todas as pessoas que chegam na EPJA, destacando a dimensão ética e política do fazer educativo.Palavras-chave: Docência na EPJA; Relações entre docentes e educandos/as da EPJA; Direito à EPJA.Reflections on the relationship between teachers and students in YAE: paths that meet in the search for the guarantee of a right AbstractThis paper aims to reflect on the relationships built between teachers and students of Youth and Adult Education (YAE) in schools of the Rede Municipal de Educação de Belo Horizonte (RME-BH). The proposed analyses are based on research conducted with teachers who have extensive work trajectories in the modality, ranging from 11 to 32 years of experience. With the aim of describing and analyzing these relationships, the paper explores how the teachers participating in the research recognize the specificities of the individuals who attend YAE at RME-BH and build, together with them and in interaction with the community, a set of practices whose purpose is to ensure the right to education of all people who attend YAE, highlighting the ethical and political dimension of education.Keywords: Teaching in YAE; Relationships between teachers and students in YAE; The right to Youth and Adult Education. Reflexiones en torno a las relaciones entre docentes y educandos/as de la EPJA: caminos que se encuentran en la búsqueda de la garantía de un derechoResumenEste artículo se propone reflexionar sobre las relaciones que se construyen entre docentes y educandos/as de la Educación de Personas Jóvenes y Adultas (EPJA) en escuelas de la Red Municipal de Educación de Belo Horizonte (RME-BH). Los análisis planteados parten de una investigación realizada con docentes que poseen amplias trayectorias de trabajo en la modalidad, las cuales varían entre 11 y 32 años de experiencia en el campo. Con el objetivo de describir y analizar dichas relaciones, el artículo indaga sobre cómo los/as docentes participantes de la investigación reconocen las especificidades de los sujetos que asisten a la EPJA en la RME-BH y construyen, junto a ellos/as y el resto de la comunidad, un conjunto de prácticas cuya finalidad es la búsqueda de la garantía del derecho a la educación de todas las personas que llegan a la EPJA, destacando la dimensión ética y política del quehacer educativo.Palabras clave: Docencia en la EPJA; Relaciones entre docentes y educandos/as de la EPJA; Derecho a la EPJA.

scholarly journals CORRUPTION AS A VIOLATION OF THE RIGHT TO EDUCATION IN INDONESIA: A CONSTRUCTIVIST APPROACH

2018 ◽  
Vol 47 (3) ◽  
pp. 350
Author(s):  
Ratna Juwita
Keyword(s):  
Human Rights ◽  
Empirical Evidence ◽  
Negative Impact ◽  
Case Analysis ◽  
Case Law ◽  
Constructivist Approach ◽  
Right To Education ◽  
The Right ◽  
Human Rights Standards ◽  
The Relationship

This paper analyzes the relationship between corruption and realization of human rights in a specific case, the realization of the right to education by utilizing human rights standards concerning the right to education as the parameter of human rights realization. An Indonesian case law about corruption of Bantuan Operasional Sekolah funds in Malang is selected as primary legal data in this paper to provide empirical evidence one of the cases of corruption in education sector. Norm entrepreneurship as part of contructivist theory is selected to explain the phenomenon of emerging scholarly studies and discussion about corruption as a violation of human rights and this paper aims to draw the link between corruption and its negative impact to the realization of human rights in case analysis.

scholarly journals Falseamento da Realidade do Direito Universal à Educação

2015 ◽  
Vol 10 (2) ◽  
Author(s):  
Anário Dornelles Rocha Junior
Keyword(s):  
Theoretical Basis ◽  
The Other ◽  
Pedagogical Practice ◽  
Right To Education ◽  
Universal Education ◽  
Regulatory Frameworks ◽  
Federal Constitution ◽  
Methodological Procedures ◽  
The Right ◽  
Established Order

FALSEAMENTO DA REALIDADE DO DIREITO UNIVERSAL À EDUCAÇÃO DISTORTION OF THE REALITY OF THE UNIVERSAL RIGHT TO EDUCATION Anário Dornelles Rocha Junior* RESUMO: A pesquisa compreende analisar os preceitos ideológicos inseridos nos marcos reguladores da educação apresentados sob a forma de direito universal da pessoa e da coletividade humana e o tipo de educação que está sendo aplicado na realidade, alinhados aos pressupostos liberais derivados dos instrumentos jurídicos, sob o fim de auxiliar os estudos acerca do direito, educação, ideologia e, tem, como objetivo: a) compreender o caráter ideológico presente na educação como garantia universal; b) verificar os meios utilizados pelo Estado para disseminar sua visão de mundo acerca do direito a educação. Os procedimentos metodológicos utilizados referem-se à pesquisa qualitativa documental, com caráter exploratório, visando identificar os condicionantes legais e seus efeitos na educação, especificamente na prática pedagógica e o conceito de Ideologia, no Direito, no Estado e na Educação. As análises documentais da ideologia presente na educação são evidentes na legislação sob a vertente das Leis de Diretrizes e Bases da Educação, especificamente a lei 9.394/96; e na Constituição Federal de 1988. A base teórica de análises da realidade parte dos pressupostos de ideologia em diferentes autores como Marx (1998), Lowy (2003) e Duarte (2008). Conclui-se que a legislação educacional induz um sentido de educação nos diferentes momentos históricos, privilegiando a ação de controle, coerção, repressão e submissão a ordem estabelecida. Neste sentido o destino do aluno, via ato educativo, está impregnado de certa visão de mundo quanto ao que seja seu direito à educação universal formal/material e o direito do outro, tendo em vista os diferentes sujeitos numa dada sociedade. PALAVRAS-CHAVE: Direito universal à educação. Educação e Ideologia. Legislação e Ideologia. Estado. ABSTRACT: The research comprises analyzing the ideological precepts inserted in the regulatory frameworks of education presented in the form of universal right of the person and the human collectivity and the kind of education that is being applied in reality, aligned to liberal assumptions derived from legal instruments, in order to assist the studies about law, education, ideology, and has, as its objective: a) to comprehend the ideological character that prevails in the education as universal guarantee; b) to verify the methods used by the State to disseminate its worldview about the right to education. The methodological procedures resorted refer to documental qualitative research with exploratory character, aiming to identify the legal determinants and its effects on education, specifically on the pedagogical practice and the concept of Ideology in Law, State, and Education. The documental analysis of the ideology that prevails in education is evident in the legislation under the aspect of the Laws of Guidelines and Bases of the Education, specifically the law 9394/96; and the Federal Constitution of 1988. The theoretical basis of analysis of the reality is founded on assumptions of ideology of different authors such as Marx (1998), Lowy (2003), and Duarte (2008). It is concluded that the education laws induce a sense of education in different historical moments, favoring the action of control, coercion, repression and submission to the established order. In this sense the fate of the student, through the educational act, is redolent of a certain worldview regarding what is his procedural/substantive right to universal education and the right of the other, considering the different subjects in a particular society. KEYWORDS: Universal Right to Education. Education and Ideology. Legislation and Ideology. State.* Graduado em Direito pela Pontifícia Universidade Federal de Goiás (PUCGO). Licenciado em Educação Física pela Universidade Federal de Goiás (UFG). Especialista em Direito Público pela Universidade para o Desenvolvimento do Estado e da Região do Pantanal (UNIDERP). Mestrando em Educação pela Universidade Federal de Uberlândia (UFU).

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