A exigibilidade do direito à educação no Brasil
| Ano de defesa: | 2017 |
|---|---|
| Autor(a) principal: |
Negrão, Mário Márcio
 |
| Orientador(a): | |
| Banca de defesa: | , , |
| Tipo de documento: | Tese |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Tuiuti do Parana
|
| Programa de Pós-Graduação: |
Doutorado em Educação
|
| Departamento: |
Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Resumo em Inglês: | The right to an education is the result of a series of norms that encompass a variety of hierarquical structures such as federal, municipal and state laws as well as ordinances and regimens designed to discipline the relations between those involved in the educational process. The principles, which guide these legal structures, organize the relations between pupils, teachers, administrators’ specialists and technicians involved in a direct as well as indirect manner in the realm of Brazilian education. This thesis fundaments itself on the principle of human dignity proclaimed constitutionally in a democratic state of law concerned with the right to an education. Constructed as a bibliographical investigation dedicated to the right to an education, the perspective of legal effectiveness with regard to the constitutional protection essential to the realization of fundamental human rights is a guiding principle. It is a well-known fact that the right belonging to any citizen to a full education with quality constitutes a social right demandable by anyone. To this regard, this thesis investigates the possibility of the usefulness of those resources that are useful in demanding social rights such as the right to an education belonging to anyone as well as the possibility of their immediate application in the light of their violation or omission. Together with this, this investigation explores in a systematic way the efficacy and effectivity of Brazilian laws concerning the right to an education bearing in mind several theories of fundamental rights. The conclusion is that the demand for the legitimacy and effectiveness brings to light a new legal phenomenon which pertains to the role of the judiciary which comes to light when educational laws are omitted or violated, denying to the citizens a just, solidary education with quality. On the other hand, when guarantees are in question, it is possible that the political and social sphere would be more useful in resolving such demands instead of measures located exclusively in the realm of jurisprudence. |
| Link de acesso: | http://tede.utp.br:8080/jspui/handle/tede/1286 |
Resumo: | The right to an education is the result of a series of norms that encompass a variety of hierarquical structures such as federal, municipal and state laws as well as ordinances and regimens designed to discipline the relations between those involved in the educational process. The principles, which guide these legal structures, organize the relations between pupils, teachers, administrators’ specialists and technicians involved in a direct as well as indirect manner in the realm of Brazilian education. This thesis fundaments itself on the principle of human dignity proclaimed constitutionally in a democratic state of law concerned with the right to an education. Constructed as a bibliographical investigation dedicated to the right to an education, the perspective of legal effectiveness with regard to the constitutional protection essential to the realization of fundamental human rights is a guiding principle. It is a well-known fact that the right belonging to any citizen to a full education with quality constitutes a social right demandable by anyone. To this regard, this thesis investigates the possibility of the usefulness of those resources that are useful in demanding social rights such as the right to an education belonging to anyone as well as the possibility of their immediate application in the light of their violation or omission. Together with this, this investigation explores in a systematic way the efficacy and effectivity of Brazilian laws concerning the right to an education bearing in mind several theories of fundamental rights. The conclusion is that the demand for the legitimacy and effectiveness brings to light a new legal phenomenon which pertains to the role of the judiciary which comes to light when educational laws are omitted or violated, denying to the citizens a just, solidary education with quality. On the other hand, when guarantees are in question, it is possible that the political and social sphere would be more useful in resolving such demands instead of measures located exclusively in the realm of jurisprudence. |
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Costa Neto, Pedro Leão daFerreira, Naura Syria CarapetoSilva, Sidney Reinaldo daSouza, Maria Antônia dehttp://lattes.cnpq.br/4039778743731023Negrão, Mário Márcio2018-05-09T13:41:46Z2017-09-14Negrão, Mário Márcio. A exigibilidade do direito à educação no Brasil. 2017. 335 f. Tese (Doutorado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2017.http://tede.utp.br:8080/jspui/handle/tede/1286The right to an education is the result of a series of norms that encompass a variety of hierarquical structures such as federal, municipal and state laws as well as ordinances and regimens designed to discipline the relations between those involved in the educational process. The principles, which guide these legal structures, organize the relations between pupils, teachers, administrators’ specialists and technicians involved in a direct as well as indirect manner in the realm of Brazilian education. This thesis fundaments itself on the principle of human dignity proclaimed constitutionally in a democratic state of law concerned with the right to an education. Constructed as a bibliographical investigation dedicated to the right to an education, the perspective of legal effectiveness with regard to the constitutional protection essential to the realization of fundamental human rights is a guiding principle. It is a well-known fact that the right belonging to any citizen to a full education with quality constitutes a social right demandable by anyone. To this regard, this thesis investigates the possibility of the usefulness of those resources that are useful in demanding social rights such as the right to an education belonging to anyone as well as the possibility of their immediate application in the light of their violation or omission. Together with this, this investigation explores in a systematic way the efficacy and effectivity of Brazilian laws concerning the right to an education bearing in mind several theories of fundamental rights. The conclusion is that the demand for the legitimacy and effectiveness brings to light a new legal phenomenon which pertains to the role of the judiciary which comes to light when educational laws are omitted or violated, denying to the citizens a just, solidary education with quality. On the other hand, when guarantees are in question, it is possible that the political and social sphere would be more useful in resolving such demands instead of measures located exclusively in the realm of jurisprudence.O direito à educação, tal como é focado aqui, é parte de um conjunto de normas abrangentes e hierárquicas tais como as leis federais, estaduais e municipais, portarias e regimentos que disciplinam as relações entre os envolvidos no processo de ensino aprendizagem regulados pelo Estado. Os princípios que regem esse direito versam sobre as relações de alunos, professores, administradores, especialistas e técnicos, enquanto envolvidos, mediata ou imediatamente, na política e gestão da educação brasileira. Esta tese tem como pano de fundo o princípio da dignidade humana, privilegiada na constituição de um Estado Democrático de Direito, relacionando-o ao direito à educação. Trata-se de uma investigação documental acerca do direito à educação e suas perspectivas de exigibilidade, tendo em vista ser este um direito constitucionalmente resguardado a todos e que se mostra como essencial para a concretização dos demais direitos fundamentais do homem. O direito de cada cidadão brasileiro à uma educação plena e de qualidade faz parte dos direitos sociais judicialmente exigíveis. Nesse sentido, a presente pesquisa investiga se os instrumentos que favorecem a exigibilidade ao direito à educação são, de fato, eficazes no sentido de permitir que todos os cidadãos possam exercê-lo, uma vez que é um direito público subjetivo, passível de aplicação imediata e sua violação, seja por qualquer ato, garante à população a possibilidade de utilizar-se de instrumentos previstos na legislação, a fim de buscar, sobretudo diante do judiciário, a sua efetividade. Além disso, objetivou, de maneira geral, investigar sistematicamente a eficácia e a efetividade das leis brasileiras que dizem respeito ao direito a educação buscando fundamentos em diversas teorias de direitos fundamentais. Conclui-se que quando se trata de legitimidade e eficácia da exigibilidade dos direitos à educação, houve o surgimento de um novo fenômeno jurídico no cenário da educação brasileira que concerne a um espaço pelo poder judiciário ocupado pela omissão ou violação do direito básico e fundante que todo brasileiro tem a uma educação justa, solidária e de qualidade. No entanto, no que diz respeito a garantias, seria muito mais adequado que o universo político e social pudesse ocupar esse espaço para permitir que questões jurídicas no campo educacional pudessem ser resolvidas de maneira abrangente, por meio da implementação de políticas públicas realmente eficazes ao invés de estarem sujeitas a medidas efetuadas no campo jurisprudencial.Submitted by Heloisa Silva (heloisa.silva@utp.br) on 2018-05-09T13:41:46Z No. of bitstreams: 1 A EXIGIBILIDADE.pdf: 1860093 bytes, checksum: f1e78ab20735e21de4260a09ceb25ce5 (MD5)Made available in DSpace on 2018-05-09T13:41:46Z (GMT). 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| dc.title.por.fl_str_mv |
A exigibilidade do direito à educação no Brasil |
| title |
A exigibilidade do direito à educação no Brasil |
| spellingShingle |
A exigibilidade do direito à educação no Brasil Negrão, Mário Márcio Direito à educação Direitos humanos Legislação educacional Right to an education Human rights Educational legislation CIENCIAS HUMANAS::EDUCACAO |
| title_short |
A exigibilidade do direito à educação no Brasil |
| title_full |
A exigibilidade do direito à educação no Brasil |
| title_fullStr |
A exigibilidade do direito à educação no Brasil |
| title_full_unstemmed |
A exigibilidade do direito à educação no Brasil |
| title_sort |
A exigibilidade do direito à educação no Brasil |
| author |
Negrão, Mário Márcio |
| author_facet |
Negrão, Mário Márcio |
| author_role |
author |
| dc.contributor.advisor1.fl_str_mv |
Costa Neto, Pedro Leão da |
| dc.contributor.referee1.fl_str_mv |
Ferreira, Naura Syria Carapeto |
| dc.contributor.referee2.fl_str_mv |
Silva, Sidney Reinaldo da |
| dc.contributor.referee3.fl_str_mv |
Souza, Maria Antônia de |
| dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4039778743731023 |
| dc.contributor.author.fl_str_mv |
Negrão, Mário Márcio |
| contributor_str_mv |
Costa Neto, Pedro Leão da Ferreira, Naura Syria Carapeto Silva, Sidney Reinaldo da Souza, Maria Antônia de |
| dc.subject.por.fl_str_mv |
Direito à educação Direitos humanos Legislação educacional |
| topic |
Direito à educação Direitos humanos Legislação educacional Right to an education Human rights Educational legislation CIENCIAS HUMANAS::EDUCACAO |
| dc.subject.eng.fl_str_mv |
Right to an education Human rights Educational legislation |
| dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
| dc.description.abstract.eng.fl_txt_mv |
The right to an education is the result of a series of norms that encompass a variety of hierarquical structures such as federal, municipal and state laws as well as ordinances and regimens designed to discipline the relations between those involved in the educational process. The principles, which guide these legal structures, organize the relations between pupils, teachers, administrators’ specialists and technicians involved in a direct as well as indirect manner in the realm of Brazilian education. This thesis fundaments itself on the principle of human dignity proclaimed constitutionally in a democratic state of law concerned with the right to an education. Constructed as a bibliographical investigation dedicated to the right to an education, the perspective of legal effectiveness with regard to the constitutional protection essential to the realization of fundamental human rights is a guiding principle. It is a well-known fact that the right belonging to any citizen to a full education with quality constitutes a social right demandable by anyone. To this regard, this thesis investigates the possibility of the usefulness of those resources that are useful in demanding social rights such as the right to an education belonging to anyone as well as the possibility of their immediate application in the light of their violation or omission. Together with this, this investigation explores in a systematic way the efficacy and effectivity of Brazilian laws concerning the right to an education bearing in mind several theories of fundamental rights. The conclusion is that the demand for the legitimacy and effectiveness brings to light a new legal phenomenon which pertains to the role of the judiciary which comes to light when educational laws are omitted or violated, denying to the citizens a just, solidary education with quality. On the other hand, when guarantees are in question, it is possible that the political and social sphere would be more useful in resolving such demands instead of measures located exclusively in the realm of jurisprudence. |
| dc.description.abstract.por.fl_txt_mv |
O direito à educação, tal como é focado aqui, é parte de um conjunto de normas abrangentes e hierárquicas tais como as leis federais, estaduais e municipais, portarias e regimentos que disciplinam as relações entre os envolvidos no processo de ensino aprendizagem regulados pelo Estado. Os princípios que regem esse direito versam sobre as relações de alunos, professores, administradores, especialistas e técnicos, enquanto envolvidos, mediata ou imediatamente, na política e gestão da educação brasileira. Esta tese tem como pano de fundo o princípio da dignidade humana, privilegiada na constituição de um Estado Democrático de Direito, relacionando-o ao direito à educação. Trata-se de uma investigação documental acerca do direito à educação e suas perspectivas de exigibilidade, tendo em vista ser este um direito constitucionalmente resguardado a todos e que se mostra como essencial para a concretização dos demais direitos fundamentais do homem. O direito de cada cidadão brasileiro à uma educação plena e de qualidade faz parte dos direitos sociais judicialmente exigíveis. Nesse sentido, a presente pesquisa investiga se os instrumentos que favorecem a exigibilidade ao direito à educação são, de fato, eficazes no sentido de permitir que todos os cidadãos possam exercê-lo, uma vez que é um direito público subjetivo, passível de aplicação imediata e sua violação, seja por qualquer ato, garante à população a possibilidade de utilizar-se de instrumentos previstos na legislação, a fim de buscar, sobretudo diante do judiciário, a sua efetividade. Além disso, objetivou, de maneira geral, investigar sistematicamente a eficácia e a efetividade das leis brasileiras que dizem respeito ao direito a educação buscando fundamentos em diversas teorias de direitos fundamentais. Conclui-se que quando se trata de legitimidade e eficácia da exigibilidade dos direitos à educação, houve o surgimento de um novo fenômeno jurídico no cenário da educação brasileira que concerne a um espaço pelo poder judiciário ocupado pela omissão ou violação do direito básico e fundante que todo brasileiro tem a uma educação justa, solidária e de qualidade. No entanto, no que diz respeito a garantias, seria muito mais adequado que o universo político e social pudesse ocupar esse espaço para permitir que questões jurídicas no campo educacional pudessem ser resolvidas de maneira abrangente, por meio da implementação de políticas públicas realmente eficazes ao invés de estarem sujeitas a medidas efetuadas no campo jurisprudencial. |
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The right to an education is the result of a series of norms that encompass a variety of hierarquical structures such as federal, municipal and state laws as well as ordinances and regimens designed to discipline the relations between those involved in the educational process. The principles, which guide these legal structures, organize the relations between pupils, teachers, administrators’ specialists and technicians involved in a direct as well as indirect manner in the realm of Brazilian education. This thesis fundaments itself on the principle of human dignity proclaimed constitutionally in a democratic state of law concerned with the right to an education. Constructed as a bibliographical investigation dedicated to the right to an education, the perspective of legal effectiveness with regard to the constitutional protection essential to the realization of fundamental human rights is a guiding principle. It is a well-known fact that the right belonging to any citizen to a full education with quality constitutes a social right demandable by anyone. To this regard, this thesis investigates the possibility of the usefulness of those resources that are useful in demanding social rights such as the right to an education belonging to anyone as well as the possibility of their immediate application in the light of their violation or omission. Together with this, this investigation explores in a systematic way the efficacy and effectivity of Brazilian laws concerning the right to an education bearing in mind several theories of fundamental rights. The conclusion is that the demand for the legitimacy and effectiveness brings to light a new legal phenomenon which pertains to the role of the judiciary which comes to light when educational laws are omitted or violated, denying to the citizens a just, solidary education with quality. On the other hand, when guarantees are in question, it is possible that the political and social sphere would be more useful in resolving such demands instead of measures located exclusively in the realm of jurisprudence. |
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Negrão, Mário Márcio. A exigibilidade do direito à educação no Brasil. 2017. 335 f. Tese (Doutorado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2017. |
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MD5 MD5 |
| repository.name.fl_str_mv |
TEDE |
| repository.mail.fl_str_mv |
tede@utp.br |
| _version_ |
1623280922773159936 |