O direito à aprendizagem: diálogos entre estrutura normativa da educação e aluno no século XXI

• Ano de defesa: 2020
• Autor(a) principal: Puga, Bruna Azzari
• Orientador(a): Pinto, Felipe Chiarello de Souza
• Banca de defesa: Moreira, Diogo Rais Rodrigues, Eckert-Hoff, Beatriz Maria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Direito Político e Econômico
• Departamento: Faculdade de Direito (FDIR)
• País: Brasil
• Palavras-chave em Português: direito à educação; direito à aprendizagem; educação básica; políticas públicas
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS::DIREITO
• Link de acesso: http://dspace.mackenzie.br/handle/10899/26578

This research consists of a reflection on the concept of the right to learn, that is, how to go beyond the right to education as mere universal access and approval at school, and to ensure that children and young people actually learn content and skills for their professional and personal education. We aimed to understand what is the right to learn that must be guaranteed to all citizens, in addition to verifying how the Brazilian educational system may be failing to promote this right. Therefore, the research was developed on the hypothetical-deductive method through qualitative data analysis. Relevant bibliography from the legal and educational fields was used, both nationally and internationally, also using actuarial analyzes from public agencies (INEP, IBGE, OECD) in order to map basic education quality indexes in Brazil and worldwide and, above all, its impacts on the economic and social development of the country. The following countries were established as a worldwide profile: Finland, Portugal and South Korea. Thus, at first, we reviewed the existing bibliography on Brazilian basic education and specifically how it is, or not, guaranteeing the right to learning. In this sense, we seek to identify what this right consists of and how it is present in 21st century society, considering the logic of revolution 4.0 in a VUCA world (volatile, uncertain, complex and ambiguous), and how it can and should be implemented schools. Then, we analyzed theories of the educational field that can be applied to the construction of a new educational matrix, focused on learning, and that support a teaching that respects the plurality and the particularities of students. Furthermore, data on the quality of basic education in Brazil and in the countries chosen as a reference in education in the world were examined, and the results of the evaluations were compared, in order to verify possible similarities and the countless differences. The hypothesis raised here is that Brazil does not guarantee the constitutional right to education, which is fundamental for the individual development of the student and for the country as a whole, and that it is necessary to create a learning matrix, as a greater asset than it goes beyond the merely formal aspects of education.