The right to education between the content of the right and the obligations of the state-Algeria case study-

The right to education at the international and domestic levels has become the interest of several parties who are responsible and obliged to achieve and respect this right, by recruiting all relevant parties and the means available for this. Like other countries, Algeria has recognized this right since the date of independence and is enshrined in all successive constitutions. Where the constitutional founder recognizes the principle of free education, the principle of compulsory basic education, and the state is responsible for regulating the educational system and ensuring equal access to education, but these constitutional principles can only be effective if supported by the legal provisions governing and specifying the applicable provisions in order to achieve the exercise of this right, which has long been considered a fundamental requirement at the international and domestic level. Through this presentation, we have tried to ask how the legal text of the right to education is addressed and whether it was sufficient to meet the basic demands of the educational system in the light of globalization, technological development and digitization. In this context, it was necessary to address the various legal texts and various conventions that addressed the dedication and strengthening of the right to education at the international level and its results at the internal level, which is what we will address through this intervention, by addressing the analysis of the various Algerian legal texts related to the subject through the division of work into two main axes. The descriptive and analytical approaches have been relied upon to reach different results and solutions for improving the curriculum and the educational system in general.

THE RIGHT EDUCATION IN THE BEST INTERESTS OF THE CHILD

The article is devoted to ensuring the best interest of the child and his right to education. Attention is paid to the problems associated with the implementation of this right by various groups of children, depending on their social status and ethnic origin. The author draws attention to the implementation of the law under study in the context of the COVID-19 pandemic, which has exacerbated the problems of gender inequality, the quality of educational services, as well as access to them. The need for certain actions on the part of the state is indicated, in particular, making changes to the curricula to bring them in line with the recommendations of the UN Committee on the Rights of the Child in order to realize the right to education of the child from the standpoint of ensuring the best interest.

Article 28: The Right to Education

Abstract‘I would tell him to fix the lower income places where these schools are … because some of the schools the cafeteria do not serve proper food for the children at lunch time and stuff.’ (Latin America/Caribbean)

The development of phrasal speech in primary schoolchildren with multiple developmental disabilities

Introduction. Today, the education system covers all categories of children with disabilities. This category also includes children with severe and multiple developmental disabilities. Until recently, only a small part of these children studied. Most of them did not study due to the severity of a developmental disability. Consequently, in order to exercise their constitutional right to education, specialists of a special (defectological) profile should be actively involved in the development of training programs and psychological-pedagogical support for such children. The purpose of the study is to test a program for phrasal speech development in primary schoolchildren with multiple developmental disabilities. Materials and methods. The study was conducted at schools for students with disabilities in the cities of Kirovo-Chepetsk and Kirov (Kirov region, Russian Federation). The empirical part of the work was carried out on a sample of thirty-four (34) primary schoolchildren with multiple developmental disabilities. The adapted methodology of L.V. Kovrigina "The study of phrasal speech" was used, which makes it possible to assess the development of impressive and expressive phrasal speech. Results. A correctional-developmental program for phrasal speech development in primary schoolchildren with multiple developmental disabilities was developed and tested. This program is aimed at developing the understanding of addressed speech, expanding vocabulary, activating one's own speech utterance through learning to form and expand a phrase. The positive dynamics of phrasal speech development in primary schoolchildren after the formative experiment was revealed. There were significant changes in the development of impressive (χ2=47.852 at p≤0.05) and expressive (χ2=33.78 at p≤0.05) phrasal speech. Discussion and conclusion. The research materials can be used by specialists in organizing and performing correctional-developmental work with this category of children in the context of special education.

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

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.

A influência da concepção crítco-libertadora sobre o direito à EJA: paradigmas em disputas

O artigo objetiva evidenciar a influência da concepção crítico-libertadora e seus fundamentos sobre o direito à EJA, é observada na ação política da Educação Popular, tratada como um paradigma educacional, reconhecido como um conjunto, de ideias e propostas, que disputam um formato de direito à EJA. O estudo está fundamentado em dois autores de espectro critico: Freire (1986, 2006, 2010) por meio das categorias “politicidade”, “ser mais”, “conscientização” e em Dussel (2007) na abordagem da “ética humana”. A pesquisa filia-se a uma investigação qualitativa, estruturada em um estudo de caráter bibliográfico e de documentos que permite evidenciar as categorias citadas e compreendê-las numa experiência. Os resultados da pesquisa levaram a concluir que o direito à EJA pode ser influenciado pela concepção critico-libertadora, a qual se concretiza em paradigmas educacionais, os quais marcam um compromisso do Estado com o direito à educação, sob a ética humana que demanda respeito as especificidades, diversidades dos sujeitos jovens e adultos da EJA.Palavras-chave: Concepção crítico-libertadora; Direito à EJA; Paradigmas orientadores.The influence of the critical-liberating conception on the right to EJA: paradigms in disputesABSTRACTThe article aims to show the influence of the critical-liberating concept and its foundations on the right to EJA, it is observed in the political action of Popular Education, treated as an educational paradigm, recognized as a set of ideas and proposals that dispute a format of right to EJA. The study is based on two authors of critical spectrum: Freire (1986; 2006; 2010) through the categories “politicity”, “being more”, “awareness” and on Dussel (2007) in the approach of “human ethics”. The research is affiliated to a qualitative investigation, structured in a bibliographic and document study that allows to highlight the mentioned categories and understand them in an experience. The research results led to the conclusion that the right to EJA can be influenced by the critical-liberating conception, which is materialized in educational paradigms, which mark a commitment of the State with the right to education, under the human ethics that demand respect for specificities, diversities of young and adult subjects of EJA.Keywords: Critical-liberating conception; Right to EJA; Guiding paradigms.La influencia de la concepción crítico-liberadora sobre el derecho al EJA: paradigmas en las disputasRESUMENEl artículo pretende mostrar la influencia del concepto crítico-liberador y sus fundamentos sobre el derecho a la EJA, se observa en la acción política de la Educación Popular, tratada como paradigma educativo, reconocida como un conjunto de ideas y propuestas que disputan una formato de derecho a EJA. El estudio se basa en dos autores de espectro crítico: Freire (1986; 2006; 2010) a través de las categorías “politicidad”, “ser más”, “conciencia” y en Dussel (2007) en el enfoque de la “ética humana”. La investigación está adscrita a una investigación cualitativa, estructurada en un estudio bibliográfico y documental que permite resaltar las categorías mencionadas y comprenderlas en una experiencia. Los resultados de la investigación llevaron a la conclusión de que el derecho a la EJA puede verse influido por la concepción crítico-liberadora, que se materializa en paradigmas educativos, que marcan un compromiso del Estado con el derecho a la educación, bajo la ética humana que exige el respeto a la educación. especificidades, diversidades de sujetos jóvenes y adultos de EJA. Palabras clave: Concepción crítico-liberadora; Derecho a EJA; Paradigmas rectores.