A educação para a cidadania : a inclusão do ensino jurídico no ensino médio do Município de Princesa Isabel
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2014
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Considerando que a Educação vem sendo tema de discussão em diferentes espaços da sociedade, sendo entendida também, como um fator capaz de proporcionar grandes mudanças sociais, a pesquisa desenvolvida tem como tema, a análise da inserção da educação dos direitos humanos junto à rede do ensino médio, buscando verificar se a ausência de conhecimento sobre as nossas leis, como elemento integrante da educação em direitos humanos interfere no exercício da cidadania. Nesse sentido, identificamos as violações de direitos e as possíveis estratégias escolares de prevenção à violência junto à comunidade escolar; bem como o diálogo com a escola sobre a demanda de inserção da educação em e para os direitos humanos e cidadania no Ensino Médio, posto que o ensino jurídico está inserido no programa de educação. A partir de dois públicos estratégicos, ou seja, os segmentos escolares e a rede de proteção da cidade de Princesa Isabel – PB, desenvolvemos um estudo baseado na oralidade, trazendo entrevistas com atores da rede escolar (educadores, gestores, conselheiros escolares, representantes estudantis do Ensino Médio e técnicos da Regional de Ensino) e da rede de proteção (conselheiros tutelares, juizados da infância, promotoria, delegacias de criança e adolescentes, defensores públicos e técnicos de entidades que atuam com criança e adolescente). A partir da leitura aprofundada das entrevistas, categorizamos os temas tratados a partir das falas dos sujeitos. Tais categorias de análise nos permitiram explorar a qualidade do material pesquisado articulando com os referenciais teóricos da pesquisa, tendo em vista o número de questões que o envolvem, quais sejam a Educação, o ensino médio, a grade curricular obrigatória, o conhecimento sobre as nossas leis, o exercício da cidadania.
Considering that education has been a contentious issue in different areas of society, it is also understood as a factor capable of providing great social changes, the research developed has as its theme, the analysis of the insertion of human rights education with the education network Avg seeking to verify if the lack of knowledge about our laws, as an integral part of human rights education interferes with the exercise of citizenship. In this sense, we identify rights violations and possible strategies to prevent school violence with the school community, as well as dialogue with the school about the demand for inclusion of education in and for human rights and citizenship in high school, since the legal education is embedded in the education program. From two stakeholders, namely the students and the network segments to protect the town of Princess Elizabeth - PB, we developed a study based on orality, interviews with actors bringing the school system (teachers, administrators, school counselors, student representatives High School and Regional technical Education) and network protection (guardianship technicians entities who work with children and adolescents) counselors, childhood courts, prosecutors, police children and adolescents, and public defenders. From the thorough reading of the interviews, we categorized the subjects treated from the subjects' statements. Such categories of analysis allowed us to explore the quality of the material researched articulating with the theoretical framework of the research, given the number of issues that surround it, which as education, secondary education, the compulsory curriculum, knowledge about our laws, citizenship.
Considering that education has been a contentious issue in different areas of society, it is also understood as a factor capable of providing great social changes, the research developed has as its theme, the analysis of the insertion of human rights education with the education network Avg seeking to verify if the lack of knowledge about our laws, as an integral part of human rights education interferes with the exercise of citizenship. In this sense, we identify rights violations and possible strategies to prevent school violence with the school community, as well as dialogue with the school about the demand for inclusion of education in and for human rights and citizenship in high school, since the legal education is embedded in the education program. From two stakeholders, namely the students and the network segments to protect the town of Princess Elizabeth - PB, we developed a study based on orality, interviews with actors bringing the school system (teachers, administrators, school counselors, student representatives High School and Regional technical Education) and network protection (guardianship technicians entities who work with children and adolescents) counselors, childhood courts, prosecutors, police children and adolescents, and public defenders. From the thorough reading of the interviews, we categorized the subjects treated from the subjects' statements. Such categories of analysis allowed us to explore the quality of the material researched articulating with the theoretical framework of the research, given the number of issues that surround it, which as education, secondary education, the compulsory curriculum, knowledge about our laws, citizenship.
Descrição
Orientação: Maria de Nazaré Tavares Zenaide ; co-orientação: Óscar C. de Sousa
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, CIDADANIA, CITIZENSHIP, ESCOLAS, SCHOOLS, ENSINO DO DIREITO, LAW TEACHING, DIREITOS HUMANOS, HUMAN RIGHTS