Navegando por Assunto "Direito à educação"

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Ações afirmativas para pessoas com deficiência visual: análise da atuação da UFPA na garantia da permanência no ensino superior
(Centro Universitário do Estado do Pará, 2019-08-21) Lopes, Rosaly Bacha; Brito Filho, José Cláudio Monteiro de; http://lattes.cnpq.br/7823839335142794; Ferreira, Vanessa Rocha; http://lattes.cnpq.br/8565252837284537; Raiol, Raimundo Wilson Gama; http://lattes.cnpq.br/6271053538285645
This dissertation address with the issue of the permanence and completion of higher education by the visually impaired at the Federal University of Pará, more specifically the institution's performance in warranty the permanence of the visually impaired student in higher education. It explores the theme from the understanding of central notions such as the nature and justice of affirmative actions, have in it history and the emblematic legal clashes on the subject of quotas. Highlights topics such as law, justice, equality and difference. It used as search method reading and conceptual analysis of texts, statistical data on the central question here put on the agenda and interviews. The dissertation presents the different views on one of the forms of distributive justice,to know, the quota policy for access to education and problematizes issues related to the permanence and completion of higher education by students with visual impairment.
Federalismo cooperativo e política nacional de educação: mito ou realidade?
(Centro Universitário do Estado do Pará, 2019) Campos, Nelma Lima e Silva; Simões, Sandro Alex de Souza; http://lattes.cnpq.br/2124140489726435; Dantas, Elza Ezilda Valente; http://lattes.cnpq.br/3951303999926297; Bastos, Elísio Augusto Velloso; http://lattes.cnpq.br/9156547826965478
This dissertation has its construction based on scientific research, and intends to answer the following question: do the national curricular bases reveal themselves as a demonstration of a problem of the Brazilian federative asymmetry? Its guiding principle is the following hypothesis: yes, the national curricular bases reveal the progressive tendency of the Brazilian State to centralize public policies, as, for example, in the area of Education, as a response to the problem of federative asymmetry. Its main objective is to understand if the Brazilian State's way of dealing with asymmetry has been to progressively centralize government responses, as well as public policies in the area of Education. As specific objectives, it is proposed to: 1) analyze the relationship between educational policy and the Brazilian federal state; and 2) identify whether cooperative federalism is still preserved in the Brazilian Federal State. To unveil the object of research, it was necessary to provide theoretical support from authors who investigate federalism, public and educational policy and basic education, among which the following stand out: Baracho (1995), Bercovici (2004), Horta (2010), Ramos (2013a, 2013b), Oliveira, R. (2010), Abicalil (2013), Dourado (2010, 2013), Saviani (2014, 2005) and Stefano (2015). It adopts the paradigm of qualitative research, and as instrument for data collection, bibliographic research. This study confirms the hypothesis that guides it, considering that the Union has been moving towards centralism, thus delimiting the field of action of state governments and municipalities. In this sense, it has adopted some mechanisms that confirm this conduct, mainly with regard to the adoption of budgetary containment policies. In analyzing the results, the study concludes that the Union has not developed its actions based on federal cooperation, since, instead of promoting the participation of other entities in the management of problems and contributing to the strengthening of those who do not have adequate conditions to face those problems, that, although local, are in the same federative space, it has presented solutions unilaterally. The research seeks to understand how the Union has been dealing with the problem of asymmetry, and observes a persistent policy of standardized treatment that is extended to all federated entities, although they are not the same. This policy has been manifested, mainly, by the centralism of the Union, where federated entities are not compelled to adapt to national guidelines that, increasingly, limit their roles and their competences. It is in this sense that we can say that cooperative federalism has been secondary. And despite the questioning presented in the title of this dissertation, it is possible to conclude that, in the way that this relationship between cooperative federalism and national education policy has been established, it has been shown to be increasingly distant from “reality” and closer to the "Myth".