Detalhes bibliográficos
| Ano de defesa: |
2010 |
| Autor(a) principal: |
Lellis, Lélio Maximino
 |
| Orientador(a): |
Garcia, Maria |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Direito
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| Departamento: |
Faculdade de Direito
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/5436
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Resumo: |
The configuration of content of the constitutional principles of teaching, the ascertaining of their applicability even when destitute of intermediation of the legal or complete constitutional ruling, as well as the expression of the effects of their violation by the State, presupposes a bibliographic methodological approach of such norm, under the evolutional historic and contextual present perspective. Furthermore, it is necessary to analyze the devices of instruction, transformable in principles, enclosed in the former Major Brazilian Law or which were embraced by the Constitutions of Italy (1947), Portugal (1976) and Spain (1978), since they influenced the redaction of the Constitutional Text of 1988, in school education subject. Therefore, Chapter I approached the concept of the legal principle, including the history of its juridical force and its functions systematizing, interpretative and regulatory-complementary. In Chapter II, the existence of the principles of teaching through the Brazilian Constitutionalism was analyzed, showing a progressive incorporation of the principles or teaching content by the country Fundamental Laws, although there were temporary setbacks. In Chapter III, the educational constitutional subsystem and the lato sensu fundamental rights, such as the front and back of reality, were seen (studied), pointing to specific parameters of interpretation and application of the constitutional principles of teaching, based in the person‟s dignity. Such principles, starting from a comparison of their content with those congeners in the Constitutions of Italy, Portugal and Spain, were seen as delimited and developed in their essence. The principles are: a) freedom to teaching, learning and research; b) equality of opportunities to learning; c) decentralized and democratic management of teaching; c) proper standard of quality of instruction; e) training for the development, labor qualification and exercise of citizenship by the person. In Chapter IV, control mechanisms of constitutionality of Brazilians fit to the protection of the effectiveness of the principles of teaching existing in the Constitution, approaching the unconstitutionality, the non-compliance and civil responsibility of the State for exclusive infraction of one of those principles or of a integrated set of rules by principle of teaching and incomplete constitutional rules, were analyzed. Such infraction should have by proven instrument, judicial decision or administrative act imposed by obligation to the Administration from which it emanated |
