scholarly journals Direito à educação e política pública do ProUni

2016 ◽  
Vol 27 (2) ◽  
Author(s):  
Maria Gorete Ferreira ◽  
Elias Kallás Filho
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Low Income ◽  
Access To Higher Education ◽  
Right To Education ◽  
Politica Publica ◽  
Dsc Method ◽  
The Right ◽  
Keywords Education ◽  
Right Of Access

O estudo discutiu a implementação de políticas públicas que asseguram o direito ao acesso no ensino superior, como meio de inserção na sociedade, buscando responder à seguinte questão: até que ponto o ProUni, como política pública contribui para o acesso ao ensino superior e a formação para a atuação profissional? Mediante o objetivo de conhecer os significados de ser estudante universitário beneficiado pelo ProUni, como política pública que pretende articular o efetivo exercício da igualdade. O trabalho desenvolveu-se em quatro capítulos. No primeiro, faz-se uma apresentação geral do direito à educação, fundamentado na CR e na LDB. No segundo, busca-se uma contextualização sobre o Programa, como política pública de ação afirmativa voltada à ampliação do acesso ao ensino superior. No terceiro, são demonstrados os resultados do estudo; no quarto capítulo, tratou-se da discussão. O estudo foi de abordagem qualitativa, do tipo descritivo, de campo e transversal. Empregou-se o método do DSC. A amostra compôs por 30 alunos de ambos os gêneros, bolsistas ProUni, com idade entre 23 e 40 anos. A conclusão aponta para o fato de que o ProUni, contribuiu de maneira significativa para os bolsistas, que pertencem a população de baixa renda, possibilitando o efetivo exercício da igualdade. Palavras-chave: Educação. Políticas Públicas. ProUni. Ensino Superior. Abstract RIGHT TO EDUCATION AND PUBLIC POLICY PROUNI The study discussed the implementation of public policies that ensure the right of access to higher education as a means of integration into society, seeking to answer the following question: to what extent ProUni, as public policy contributes to access to higher education and training for professional practice? By the aim of knowing the meanings of being college student benefited by ProUni, as a public policy that articulates the effective exercise of equality. The work developed in four chapters. In the first, an overview is made of the right to education, based on the CR and LDB. In the second, we seek a contextualization of the program, as a public policy of affirmative action aimed at broadening access to higher education. In the third, they are shown the results of the study; in the fourth chapter, this was the discussion. The study was a qualitative approach, descriptive, field and cross. We used the DSC method. The sample was composed by 30 students of both genders, ProUni fellows, aged between 23 and 40 years. The finding points to the fact that ProUni, contributed significantly to the stock, which belong to the low income population, enabling the effective exercise of equality. Keywords: Education. Public policy.ProUni.Higher education.

Catholic Universities, the Right to Education, and the Option for the Poor

2021 ◽  
pp. 90-134
Author(s):  
Gerald J. Beyer
Keyword(s):  
Higher Education ◽  
Colleges And Universities ◽  
Access To Higher Education ◽  
Catholic Social Thought ◽  
Right To Education ◽  
Catholic Colleges ◽  
Knowledge Based ◽  
The Poor ◽  
Catholic Colleges And Universities ◽  
The Right

This chapter argues that many Catholic colleges and universities failed to sufficiently embody Catholic social teaching’s option for the poor in recruiting, admissions, and retention policies. It begins with a brief overview of empirical trends concerning the access of students from economically disadvantaged backgrounds to higher education in the United States. Next, it discusses the right to education in Catholic social thought. This section of the chapter highlights Catholic social teaching’s emphasis on the importance of education in overcoming poverty and fostering the right to participation in the life of society. It also argues that in a knowledge-based society the right to education must include access to higher education, particularly for the economically marginalized (a subsequent chapter examines the distinct, but related disadvantages in access faced by racially minoritized students) The second part of the chapter presents empirical data concerning the socioeconomic background of students from selected Catholic colleges and universities. The chapter concludes with some normative conclusions about the degree to which Catholic colleges and universities promote access for low socioeconomic status students and suggests how they might be able to realize this goal to an ever-greater degree.

Failed Markets

2016 ◽  
Vol 44 (2) ◽  
pp. 38-51 ◽  
Author(s):  
Alfonso Valenzuela Aguilera
Keyword(s):  
Public Policy ◽  
Financial Markets ◽  
Housing Market ◽  
Low Income ◽  
Social Housing ◽  
Financial Capital ◽  
Low Income Population ◽  
The Past ◽  
Politica Publica ◽  
Housing Needs

A confluence between the state, the housing market, and the rationale of financial capital has led to excessive growth of social housing in Mexico in the past two decades. This growth has been one way of channeling excess capital into global financial markets rather than the result of a public policy to address the housing needs of the low-income population. Durante las últimas dos décadas la confluencia entre el estado, el mercado de la vivienda y la lógica del capital financiero ha llevado a un crecimiento excesivo de la vivienda social en México. Este crecimiento ha sido una manera de canalizar el excedente de capital hacia los mercados financieros internacionales en vez del resultado de una política pública para resolver las necesidades de vivienda de la población de bajos ingresos.

scholarly journals A Responsabilidade Fiscal como Código de Condutas para a Realização dos Gastos Públicos na Efetivação da Política de Educação Obrigatória

2018 ◽  
Vol 12 (2) ◽  
Author(s):  
George Sarmento ◽  
Lean Araújo
Keyword(s):  
Continuous Process ◽  
Public Administrators ◽  
Public Budget ◽  
Right To Education ◽  
Fiscal Responsibility ◽  
Mandatory Education ◽  
Politica Publica ◽  
The Right ◽  
Lack Of Commitment ◽  
Public Right

A RESPONSABILIDADE FISCAL COMO CÓDIGO DE CONDUTAS PARA A REALIZAÇÃO DOS GASTOS PÚBLICOS NA EFETIVAÇÃO DA POLÍTICA PÚBLICA DE EDUCAÇÃO OBRIGATÓRIA  FISCAL RESPONSIBILITY AS A CODE OF CONDUCTS FOR PUBLIC SPENDING ON THE IMPLEMENTATION OF MANDATORY EDUCATION POLICY   George Sarmento*Lean Araújo**  RESUMO: O direito à educação no Brasil, positivado nas Cartas Constitucionais, foi submetido a avanços e retrocessos quando da produção das oito Constituições, no período de 1824 a 1988. O marco determinante da educação obrigatória e gratuita como direito subjetivo público se deu com a Carta Constitucional de 1988, porém, apesar da instituição de um direito que exige a ação positiva do Estado para o seu contínuo processo de concretude, os gestores têm tergiversado no seu adimplemento, esta tergiversão resulta do não comprometimento dos gestores públicos na adequada produção do orçamento público enquanto instrumento de conquistas das aspirações dos cidadãos, a partir de ações fundadas na responsabilidade fiscal, mediante a alocação de recursos para o adimplemento do direito à educação, razão pela qual o Poder Judiciário, mormente no período pós-1988, tem promovido intervenções para a efetivação do direito à educação, por vezes com forte consequência no processo de execução orçamentária. PALAVRAS-CHAVE: Orçamento Público. Educação. Direito Subjetivo Público. Responsabilidade Fiscal. Judicialização. ABSTRACT: The right to education in Brazil, guaranteed in the constitutional charters, went through advancements and setbacks during the formulation of the eight constitutions, in the period between 1824 and 1988. The decisive moment for obligatory and chargeless education as Subjective Public Right was the Constitutional Charter from 1988. But, despite of the institution of a right that demands a positive State action for its continuous process of implementation, the public administrators have tergiversated in its due performance. This tergiversation is a result of lack of commitment from public administrators in adequately producing Public Budget as an instrument of citizens' achievements and aspirations, from actions grounded in Fiscal Responsibility. This is the reason why the judiciary, specially, after 1988, has promoted interventions to effect the right to education, sometimes with substantial consequence in Budget implementation. KEYWORDS: Public Budget. Education. Subjective Public Right. Fiscal Responsibility. Judicializacion.  SUMÁRIO: Introdução. 1 Origem e Principais Eixos da Responsabilidade Fiscal. 2 O Limite de Gastos com Pessoal e a Concretude da Política Pública de Educação. 3 Orçamento Público e seu Processo de Evolução na Ordem Constitucional Brasileira. 4 A Intervenção do Judiciário na Execução Orçamentária. Conclusão. Referências._________________________* Pós-Doutor em Direito pela Université D’Aix-Marseille, França. Doutor e Mestre em Direito pela Universidade Federal de Pernambuco (UFPE). Coordenador do Programa de Pós-Graduação em Direito da Universidade Federal de Alagoas (UFAL). Professor Associado da Faculdade de Direito da Universidade Federal de Alagoas (UFAL).** Doutorando em Direito pela Pontifícia Universidade Católica do Rio Grande do Sul (PUC-RS). Professor da Fundação Educacional Jayme de Altavila e na Sociedade de Ensino Universitário do Nordeste.

What Should the Right to Higher Education Look Like?

2021 ◽  
pp. 187-218
Author(s):  
Christopher Martin
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Higher Education Policy ◽  
Growth And Development ◽  
Compulsory Education ◽  
Human Welfare ◽  
Institutional Practice ◽  
Higher Education Systems ◽  
The Right

This chapter addresses some key objections to the right to higher education and provides a fuller picture of what this right can look like at the level of public policy and institutional practice. First, the chapter revisits the broader rationale for the argument in order to show how a rights-based conception of can better inform public debate about the justice, fairness, and purposes of higher education. Second, it applies this account to Martin Trow’s famous conceptualization of higher education systems into “elite,” “mass,” and “universal” stages of growth and development in order to demonstrate how the right to higher education can inform higher education policy. Finally, it addresses the worry that the right to higher education overstates the importance of post-compulsory education for a liberal society. Here the chapter engages with issues about the role of higher education in the promotion of human welfare and the level of “idealization” built into the argument.

scholarly journals The Right to Education and ICT during COVID-19: An International Perspective

2020 ◽  
Vol 12 (21) ◽  
pp. 9091
Author(s):  
Luis Miguel Lázaro Lorente ◽  
Ana Ancheta Arrabal ◽  
Cristina Pulido-Montes
Keyword(s):  
Low Income ◽  
International Perspective ◽  
School Closure ◽  
Global Perspective ◽  
Low Income Countries ◽  
Right To Education ◽  
The World ◽  
The Government ◽  
The Right ◽  
The Impact

There is a lack of concluding evidence among epidemiologists and public health specialists about how school closures reduce the spread of COVID-19. Herein, we attend to the generalization of this action throughout the world, specifically in its quest to reduce mortality and avoid infections. Considering the impact on the right to education from a global perspective, this article discusses how COVID-19 has exacerbated inequalities and pre-existing problems in education systems around the world. Therefore, the institutional responses to guaranteeing remote continuity of the teaching–learning process during this educational crisis was compared regionally through international databases. Three categories of analysis were established: infrastructure and equipment, both basic and computer-based, as well as internet access of schools; preparation and means of teachers to develop distance learning; and implemented measures and resources to continue educational processes. The results showed an uneven capacity in terms of response and preparation to face the learning losses derived from school closure, both in low-income regions and within middle- and high-income countries. We concluded that it is essential to articulate inclusive educational policies that support strengthening the government response capacity, especially in low-income countries, to address the sustainability of education.

scholarly journals Widening access to higher education for low-income students: a Brazilian case study (1990s-2016)

2018 ◽  
Vol 23 (0) ◽  
Author(s):  
LEONARDO CIVINELLI TORNEL DA SILVEIRA
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Student Loans ◽  
Higher Education Institutions ◽  
Access To Higher Education ◽  
Higher Education Access ◽  
Widening Access ◽  
Education Participation ◽  
The Government ◽  
The Impact

ABSTRACT This article analyses the widening access policies implemented by Brazil during the 1990s and in 2016. It cites and evaluates the different strategies used by the government, such as student loans, needs-based and race-based quotas. In the context of a highly privatized sector, in which for-profit higher education institutions account for over half of the existing higher education institutions in Brazil, the results display a relative growth in higher education access based on minorities and needs-based communities. However, it also showcases some trends not achieved as originally planned by the government (specially increasing higher education participation in regions other than the south and the southeast) and serves as a point requiring further research to evaluate the influence on the lives of students and graduates. This study uses government and publicly available sources to analyse the impact of this strategy over time.

The Public Field in Brazil

2017 ◽  
Vol 36 (1) ◽  
pp. 50-62
Author(s):  
Magda L Lucio ◽  
Lindijane SB Almeida ◽  
Raquel MC Silveira
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Public Management ◽  
State Level ◽  
Field Education ◽  
Access To Higher Education ◽  
The Public ◽  
Intellectual Diversity ◽  
Making A Difference ◽  
Epistemological Understanding

Contemporary public management in Brazil is undergoing a great deal of transformation. From the year 2008 the Brazilian Federal government has been investing in policies and planned actions that aim to expand access to Higher Education. This paradigm shift was possible through the understanding that the agenda of public problems required trained professionals with appropriate skills, able to propose plans, programs and elaborate projects, fostering the evolution and consolidation of Brazilian democracy. The changes in contemporary Brazilian public management have permitted the debate amongst researchers in the Higher Education sphere, evolving to what is conventionally known as the Public Field. This field integrates views that deal with contemporary processes that aim to change public management either at the state or non-state level, in its various dimensions, seeking to innovate teaching and research in the area of public policy. This article aims to reflect on the specific academic issues related to Public Field Education in Brazil. It also aims to promote an epistemological understanding related to the intellectual diversity present in this area. It considers the assumption that a multidisciplinary approach, characteristic of field courses, generates new experiences and knowledge, making a difference in the formation toward a critical view of reality in which the students are part. In order to conduct the research, a comparative analysis of experiences developed in recent years was proposed. It is seen that the curricula must converge, aiming to educate the manager who understands this phenomenon and the needs of contemporary society, who is able to recognize and work with the rights of citizens, as well as be present in the relations between state and society, with responsibilities of integrating public policy programs, optimizing the use of public resources, being able to redesign programs and projects in order to monitor and evaluate public policies.

scholarly journals Field’s Education in the National Plans of Education

2020 ◽  
Vol 8 (4) ◽  
pp. 149-162
Author(s):  
Maria das Graça Santos Ribeiro ◽  
Igor Tairone Ramos dos Santos ◽  
Adenilson Souza Cunha Junior
Keyword(s):  
Public Policy ◽  
Rural Education ◽  
Historical Materialism ◽  
National Plan ◽  
Right To Education ◽  
Educational Rights ◽  
Theoretical Assumptions ◽  
Qualitative Nature ◽  
New Challenges ◽  
The Right

The present work is the result of studies performed at the college’s subject Education, Public Policy and Management in Education. The function of this work is to investigate the tensions, contradictions and new challenges that are engendered in the confrontations towards the assurance and the denial of the right to education for the peasant population. The research was developed through a documentation analysis of qualitative nature, guided in the dialectical historical materialism approach as a method. This work is based on the theoretical assumptions defended by Arroyo and Fernandes (1999), Caldart (2003; 2011), Marx and Engels (2011, among others. The findings indicate advances in the Education National Plan (2014), but it did not show significant achievements towards the Field’s Education. There is a long way to go in the educational rights for the peasant population, which are permeated by tensions, contradictions and challenges. significant achievements with regard to the Rural Education.

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