Educação e direitos humanos: uma análise dos relatórios da plataforma DhESCA sobre a educação no Brasil de 2003 a 2009
BITTAR, Carla Bianca. Education and human rights: an analysis of the Platform DhESCA reports on education in Brazil from 2003 to 2009. 2012. 157 f. Dissertacao (Mestrado) – Faculdade de Direito, Universidade de Sao Paulo, Sao Paulo, 2012. This research has the objective of detecting which way education is being conducted in the country, analyzing the main problems encountered in implementing this law. Therefore, it seeks to reflect on the effectiveness of education as a human right, taking as its starting point the human rights context in which is inserted, keeping therefore the same characteristics: the indivisibility, universality and interdependence in guarantee of human dignity. To promote this reflection, the methodology was a literature review and analysis of reports on education produced by Brazilian Platform of Human Rights Economic, Social, Cultural and Environmental Rights (DhESCA) in the period 2003 to 2009. The first part presents an overview about the barriers that prevent the realization of the right to education until the present day, both from the standpoint of historical and legal point of view. The second part contextualizes the relationship between education and human rights, emphasizing that by recognizing the right to education is also rescue other values such as equality, citizenship and access to other rights. The third part presents an overview of national and international legislative framework in which education is entered, analyzing its design and treatment from them. Another highlight is the importance of the role played by non-governmental organizations for the full realization of the right to education. The final part is the actual examination of education in these national reports, demonstrating the failures of governments failing to promote equality of the right material together with other human rights. For the last, the final considerations relate the findings made during the research, resuming the discussions presented at the inaugural.
"Escolas cheias, cadeias vazias" nota sobre as raízes ideológicas do pensamento educacional brasileiro
In the current background of unemployment, violence and precariousness of Brazilian secondary education system, a new discourse has been gaining strength. According to this discourse, the school has the social mission of preventing juvenile criminality. This is not expected to be done by teaching content and skills or by preparing for the job market, but by being a hangout area where students are protected from the "criminal paths". A documentary survey - highlighting Rui Barbosas judgments about national education, which date from 1882-1883 and are centered on the republican project that was taking place - reveals, however, that the motto "full schools, empty jails" is an old one in the educational discourse of the country. It dates from the transition from Empire to Republic and from its consequences on the lives of the cities: the so-called "social issue" of the First Republic, considered by some a "police matter" and by others an "education matter". In spite of our awareness that history is also discontinuity, the analysis will emphasize the continuity of Brazilian historical process, in which ideas and official action - apparently dissimilar - display the same core in different outerwear. In the end of the article, we indicate necessary and urgent measures to be taken if we are not to be held as hostages of the loitering power that is inherent in Brazilian history.
The Influence of the Supervision of Psychotherapy upon being Therapeutic: II: Modes of Influence of the Supervisory Relationship *
Through supervision, the student develops those innate personal characteristics which are highly important in being therapeutic. In making conscious use of “reality identification” by the student with his teacher, we must take care to avoid certain pitfalls. What is not wanted is transference identification. To help avoid this, we must select appropriate teachers as supervisors. The student should also have more than one supervisor, as this tends to protect against the development of over-idealization on the part of the student, and of omnipotence on the part of the teacher. Personal characteristics of both students and supervisors are extremely important. A good supervisory experience is the most likely vehicle for developing those qualities in the student which will, in time, lead him to function most therapeutically.