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Concepções de justiça escolar em documentos do PNUD e da UNESCO.

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Title: Concepções de justiça escolar em documentos do PNUD e da UNESCO.
Alternate Title: School justice concepts in UNDP and UNESCO documents.
Authors: de Rezende, Maria José1 mjderezende@gmail.com
Source: Educacao e Pesquisa. 2021, Vol. 47, p1-19. 19p.
Subject Terms: *Right to education, *Citizenship education, Social justice, Political organizations, Politicians, Socialization, Civil society
Company/Entity: UNESCO , United Nations
Abstract (English): By reading the UNDP and UNESCO documents, which make up the United Nations system, it is possible to see prospective models - concerning justice, just school, school justice - which are connected to a vast academic literature on education and human rights as well as education and social justice. This is a documentary research which aims to find out in which ways the documents entitled Education for All Global Monitoring Reports (REPTs) of UNESCO and Human Development Reports (RDHs) seek, at the threshold of the 21st century, to certify the effectiveness of education and school as promoters of social, economic and political inclusion of individuals. Their prescriptions are made to States, civil society organizations and political leaders committed to a more just and democratic education. It was emphasized, in the course of the analysis, that the diagnoses and prescriptions, present in the respective documents, as their goal is to reach expressively broad territorial spaces as well as social and political contexts, are not sufficiently concerned with the conflicting processes that can, under specific social, educational and political conditions, make it impossible to expand justice, in general, and school justice, in particular. Due to the diverse nature of the prognoses present in these reports, it is not possible for their formulators to pay attention to the singularities of different societies as a space of innumerable conflicts that tend to increase the difficulties of substantive advances towards increasing school justice. [ABSTRACT FROM AUTHOR]
Abstract (Portuguese): Ao lerem-se os documentos do PNUD e UNESCO, que compõem o sistema das Nações Unidas, percebem-se modelos prospectivos - sobre justiça, escola justa, justiça escolar - que têm conectividade com uma vasta literatura acadêmica sobre educação e direitos humanos e educação e justiça social. Esta é uma pesquisa documental que busca averiguar de que modo os documentos intitulados Relatórios de Monitoramento da Educação para Todos da UNESCO (REPTs) e Relatórios do Desenvolvimento Humano (RDHs) procuram, no limiar do século XXI, atestar a eficácia da educação e da escola como promotoras da inclusão social, econômica e política dos indivíduos. As suas prescrições são feitas aos Estados, às organizações da sociedade civil e às lideranças políticas comprometidas com uma educação mais justa e democrática. Ressaltou-se, no decorrer da análise, que os diagnósticos e as prescrições, presentes nos respectivos documentos, por visarem a alcançar espaços territoriais e contextos sociais e políticos expressivamente amplos não se atêm, suficientemente, aos processos conflitivos que podem, em condições sociais, políticas e educacionais específicas, impossibilitar a ampliação da justiça, de modo geral, e da justiça escolar, de modo particular. Em razão da diversificada natureza dos prognósticos presentes nesses relatórios, não é possível, aos seus formuladores, atentar para as singularidades das diversas sociedades como um espaço de inúmeros conflitos que tendem a ampliar as dificuldades de avanços substantivos rumo a uma crescente justiça escolar. [ABSTRACT FROM AUTHOR]
Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
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PubType: Academic Journal
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  Data: Concepções de justiça escolar em documentos do PNUD e da UNESCO.
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  Data: School justice concepts in UNDP and UNESCO documents.
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  Data: <searchLink fieldCode="AR" term="%22de+Rezende%2C+Maria+José%22">de Rezende, Maria José</searchLink><relatesTo>1</relatesTo><i> mjderezende@gmail.com</i>
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  Data: <searchLink fieldCode="JN" term="%22Educacao+e+Pesquisa%22">Educacao e Pesquisa</searchLink>. 2021, Vol. 47, p1-19. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Right+to+education%22">Right to education</searchLink><br />*<searchLink fieldCode="DE" term="%22Citizenship+education%22">Citizenship education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22Political+organizations%22">Political organizations</searchLink><br /><searchLink fieldCode="DE" term="%22Politicians%22">Politicians</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Civil+society%22">Civil society</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22UNESCO%22">UNESCO</searchLink> <br /><searchLink fieldCode="DE" term="%22United+Nations%22">United Nations</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: By reading the UNDP and UNESCO documents, which make up the United Nations system, it is possible to see prospective models - concerning justice, just school, school justice - which are connected to a vast academic literature on education and human rights as well as education and social justice. This is a documentary research which aims to find out in which ways the documents entitled Education for All Global Monitoring Reports (REPTs) of UNESCO and Human Development Reports (RDHs) seek, at the threshold of the 21st century, to certify the effectiveness of education and school as promoters of social, economic and political inclusion of individuals. Their prescriptions are made to States, civil society organizations and political leaders committed to a more just and democratic education. It was emphasized, in the course of the analysis, that the diagnoses and prescriptions, present in the respective documents, as their goal is to reach expressively broad territorial spaces as well as social and political contexts, are not sufficiently concerned with the conflicting processes that can, under specific social, educational and political conditions, make it impossible to expand justice, in general, and school justice, in particular. Due to the diverse nature of the prognoses present in these reports, it is not possible for their formulators to pay attention to the singularities of different societies as a space of innumerable conflicts that tend to increase the difficulties of substantive advances towards increasing school justice. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Portuguese)
  Group: Ab
  Data: Ao lerem-se os documentos do PNUD e UNESCO, que compõem o sistema das Nações Unidas, percebem-se modelos prospectivos - sobre justiça, escola justa, justiça escolar - que têm conectividade com uma vasta literatura acadêmica sobre educação e direitos humanos e educação e justiça social. Esta é uma pesquisa documental que busca averiguar de que modo os documentos intitulados Relatórios de Monitoramento da Educação para Todos da UNESCO (REPTs) e Relatórios do Desenvolvimento Humano (RDHs) procuram, no limiar do século XXI, atestar a eficácia da educação e da escola como promotoras da inclusão social, econômica e política dos indivíduos. As suas prescrições são feitas aos Estados, às organizações da sociedade civil e às lideranças políticas comprometidas com uma educação mais justa e democrática. Ressaltou-se, no decorrer da análise, que os diagnósticos e as prescrições, presentes nos respectivos documentos, por visarem a alcançar espaços territoriais e contextos sociais e políticos expressivamente amplos não se atêm, suficientemente, aos processos conflitivos que podem, em condições sociais, políticas e educacionais específicas, impossibilitar a ampliação da justiça, de modo geral, e da justiça escolar, de modo particular. Em razão da diversificada natureza dos prognósticos presentes nesses relatórios, não é possível, aos seus formuladores, atentar para as singularidades das diversas sociedades como um espaço de inúmeros conflitos que tendem a ampliar as dificuldades de avanços substantivos rumo a uma crescente justiça escolar. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=155511219
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1590/S1678-4634202147238594
    Languages:
      – Code: por
        Text: Portuguese
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        PageCount: 19
        StartPage: 1
    Subjects:
      – SubjectFull: Right to education
        Type: general
      – SubjectFull: Citizenship education
        Type: general
      – SubjectFull: Social justice
        Type: general
      – SubjectFull: Political organizations
        Type: general
      – SubjectFull: Politicians
        Type: general
      – SubjectFull: Socialization
        Type: general
      – SubjectFull: Civil society
        Type: general
      – SubjectFull: UNESCO
        Type: general
      – SubjectFull: United Nations
        Type: general
    Titles:
      – TitleFull: Concepções de justiça escolar em documentos do PNUD e da UNESCO.
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            – D: 01
              M: 01
              Text: 2021
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              Y: 2021
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              Value: 47
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            – TitleFull: Educacao e Pesquisa
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