O direito à educação de qualidade: reflexões sobre o cenário educacional brasileiro no contexto global.
The article, as a result of a theoretical, research documentary type, presents reflections on the right to quality education, with reference to some Regulatory Frameworks of Education (at the national and international level) that deal with that right. It discusses the six goals set by the Dakar Fra...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | Portuguese |
| Published: |
2016
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| Subjects: | |
| Online Access: | https://dialnet.unirioja.es/servlet/oaiart?codigo=5735950 |
| Source: | Revista Electrónica Direito e Sociedade - REDES, ISSN 2318-8081, Vol. 4, Nº. 2, 2016, pags. 165-182 |
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| Summary: |
The article, as a result of a theoretical, research documentary type, presents reflections on the right to quality education, with reference to some Regulatory Frameworks of Education (at the national and international level) that deal with that right. It discusses the six goals set by the Dakar Framework for Action in 2000, which should be completed by the signatory countries in 2015, namely: to expand and improve the care and education of young children, especially the most vulnerable and most disadvantaged; ensure that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills; achieve 50% increase in adult literacy levels, especially for women, and equitable access to basic and continuing education for all adults; eliminate gender disparities in primary and secondary education, and achieve gender equality in education, with a focus on ensuring access and equitable full performance of girls in basic education of good quality; and improve aspects of quality of education and ensure excellence for all, to ensure them recognized and measurable learning outcomes, especially in literacy, in the acquisition of mathematical knowledge and essential skills to life. Of this set of goals, Brazil reached only two goals. |
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