A contribuição da educação para a consolidação democrática no Brasil a partir da influência exercida no comportamento político do brasileiro

• Ano de defesa: 2015
• Autor(a) principal: Shirasu, Williana Ratsunne da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Democracia; Educação; Direitos fundamentais; Direitos sociais; Cultura política
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/23437

One identifies nowadays in Western democracies a clear relationship in duties imposed by the State. It indicates that, to exercise its freedom, the human being needs other basic rights, without which freedom does not proceed. In this context, the assurance of social rights affects the effectiveness of typically individual nature rights. The right to education is notably highlighted as a fundamental social right extremely important to the free individual, because the process of intellectual emancipation of the person towards public conviviality is performed through education and teaching. The cognitive skills and leaning values are developed, influencing the internalization of social rules by the individual; furthermore, these personal competences permit the subject to reach educational titles which will have positive impact on his or her social position.In the Brazilian regulatory framework, it is identified the establishment of an educational system, which is promptly designed to the preparation of the individual towards the exercise of citizenship. This system aims to the full citizen formation, and attempts to make people capable of acting integrally in the society. However, according to surveys conducted in Brazil, the rates of participation of people in the political process are low. It indicates a representativeness crisis, because a considerable population parcel is indifferent to the political system. In this perspective, it is appropriate to ask in which way education has contributed to the democratic consolidation. Although the educational model proposed had sought the formation of full citizens, the results found in surveys differ from this expectancy in the political field. For this purpose, this work uses the empirical studies performed by Schlegel (2010), who attempted to investigate the political feedbacks of recent Brazilian schooling in relation to the political behavior from three analysis dimensions: participation, support to the democracy and confidence in institutions. The author stated that the political feedbacks from Brazilian educational system decreased specifically from 1989 to 2006. This result is essential to a re-evaluation of the issue of educational process quality, not only because the concern of the realization of education as a social right, but because of its influence on government policy. One can understand that, to aim the preparation to the citizenship exercise, the education right is guided by a political telos, covering the political process and the social commitment. Towards the aspects cited, one can observe that education is one of the procedures to be considered to the strengthening of Brazilian democratic System. It is suggested, in this process, a quality education that encourages the promotion of a political culture. In fact, one believes that knowledge related to the political process, structuring and functioning of the State could be contemplated expressly in schools curriculum. By accessing such data and concepts, the individual could improve their performance of citizenship in the political field, in dimensions of duties and rights. Hence, the education will contribute to the formation of full citizenship in a more effective way. Furthermore, the social commitment is increased, making possible according to Hesse (1991), in the Democratic Law State, which is based on citizenship and human dignity.