Education as a right: history, policy(ies) and challenges

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To affirm the right to education today seems, at first glance, almost obvious. Who would dare to question the idea that society as a whole has a right to be educated? Would there be any reason to discuss this principle, to deny this right to certain social sectors because of their capacities, econom...

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Autor principal: Abratte, Juan Pablo
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Filosofía y Humanidades. Secretaría Académica 2015
Acceso en línea:https://revistas.unc.edu.ar/index.php/apertura/article/view/28327
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Apertura de Universidad Nacional de Córdoba
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institution Universidad Nacional de Córdoba
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container_title_str Apertura
language Español
format Artículo revista
author Abratte, Juan Pablo
spellingShingle Abratte, Juan Pablo
Education as a right: history, policy(ies) and challenges
author_facet Abratte, Juan Pablo
author_sort Abratte, Juan Pablo
title Education as a right: history, policy(ies) and challenges
title_short Education as a right: history, policy(ies) and challenges
title_full Education as a right: history, policy(ies) and challenges
title_fullStr Education as a right: history, policy(ies) and challenges
title_full_unstemmed Education as a right: history, policy(ies) and challenges
title_sort education as a right: history, policy(ies) and challenges
description To affirm the right to education today seems, at first glance, almost obvious. Who would dare to question the idea that society as a whole has a right to be educated? Would there be any reason to discuss this principle, to deny this right to certain social sectors because of their capacities, economic or cultural conditions, or because they belong to a certain race, sex, ideological or religious conception? However, in this contribution I propose to argue that this conception had a long historical process of construction, that in that process the expansion of educational rights was clearly consolidated through public policies, in addition to the expansion of social demands, that this process was not linear and had in our country, At the time, there was a significant retraction of this right and now, as an effect of certain regulations and policies, but also as a consequence of social demands and mobilizations, there has been a movement towards its expansion, always threatened, not only by the action of sectors that oppose it, but also as an effect of practices that make it difficult to achieve it.
publisher Facultad de Filosofía y Humanidades. Secretaría Académica
publishDate 2015
url https://revistas.unc.edu.ar/index.php/apertura/article/view/28327
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spelling I10-R295-article-283272020-09-07T21:08:44Z Education as a right: history, policy(ies) and challenges La educación como derecho: historia, política(s) y desafíos A educação como um direito: história, política(s) e desafios Abratte, Juan Pablo To affirm the right to education today seems, at first glance, almost obvious. Who would dare to question the idea that society as a whole has a right to be educated? Would there be any reason to discuss this principle, to deny this right to certain social sectors because of their capacities, economic or cultural conditions, or because they belong to a certain race, sex, ideological or religious conception? However, in this contribution I propose to argue that this conception had a long historical process of construction, that in that process the expansion of educational rights was clearly consolidated through public policies, in addition to the expansion of social demands, that this process was not linear and had in our country, At the time, there was a significant retraction of this right and now, as an effect of certain regulations and policies, but also as a consequence of social demands and mobilizations, there has been a movement towards its expansion, always threatened, not only by the action of sectors that oppose it, but also as an effect of practices that make it difficult to achieve it. Afirmar hoy el derecho a la educación parece, en una primera aproximación, casi una obviedad. ¿Quién/es se atrevería/n a cuestionar la idea de que la sociedad en su conjunto tiene derecho a ser educada? ¿Habría alguna razón para discutir este principio, para negar este derecho a determinados sectores sociales por sus capacidades, condiciones económicas o culturales, por su pertenencia a determinada raza, sexo, concepción ideológica o religiosa? Sin embargo, en esta contribución me propongo argumentar que esta concepción tuvo un largo proceso histórico de construcción, que en ese proceso la ampliación de los derechos educativos se consolidó claramente mediante políticas públicas, además de la ampliación de demandas sociales, que ese proceso no fue lineal y tuvo en nuestro país, momentos en los que se produjo una significativa retracción de ese derecho y que en la actualidad, como efecto de determinadas regulaciones y políticas, pero también como consecuencia de demandas y movilizaciones sociales, se ha producido un movimiento tendiente a su ampliación, siempre amenazado, no sólo por la acción de sectores que se oponen a ella, sino también como efecto de prácticas que dificultan su concreción. Afirmar hoje o direito à educação parece, à primeira vista, quase óbvio. Quem ousaria questionar a ideia de que toda a sociedade tem direito a ser educada? Haveria alguma razão para discutir este princípio, para negar este direito a certos sectores sociais devido às suas capacidades, condições económicas ou culturais, ou porque pertencem a uma certa concepção racial, sexual, ideológica ou religiosa? No entanto, nesta contribuição proponho-me argumentar que esta concepção teve um longo processo histórico de construção, que nesse processo a expansão dos direitos educativos foi claramente consolidada através de políticas públicas, para além da expansão das exigências sociais, que esse processo não foi linear e que teve no nosso país, Na altura, houve uma retracção significativa deste direito e agora, como efeito de certos regulamentos e políticas, mas também como consequência de exigências e mobilizações sociais, houve um movimento no sentido da sua expansão, sempre ameaçado, não só pela acção dos sectores que se lhe opõem, mas também como efeito de práticas que dificultam a sua concretização. Facultad de Filosofía y Humanidades. Secretaría Académica 2015-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revistas.unc.edu.ar/index.php/apertura/article/view/28327 Apertura; Vol. 2 (2015): Revista Apertura N° 2 Year 2015; 08-16 Apertura; Vol. 2 (2015): Revista Apertura N° 2 Año 2015; 08-16 Apertura; v. 2 (2015): Revista Apertura N° 2 Ano 2015; 08-16 2362-1818 spa https://revistas.unc.edu.ar/index.php/apertura/article/view/28327/29525

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