The access to full-time early childhood education: from "public" right to judicialization

The paper aims to analyze the most constant justifications of families to demand enrollments for their children in public institutions that offer full-time early childhood education in the municipality of Vitória-ES. It adopts as methodology the documentary analysis of eight legal and extralegal law...

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Principais autores: Auer, Franceila, Carvalho de Araújo , Vania
Formato: Online
Idioma:por
Publicado em: Portal de Periódicos Eletrônicos da UFRN
Endereço do item:https://periodicos.ufrn.br/educacaoemquestao/article/view/27025
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record_format ojs
institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
format Online
author Auer, Franceila
Carvalho de Araújo , Vania
spellingShingle Auer, Franceila
Carvalho de Araújo , Vania
The access to full-time early childhood education: from "public" right to judicialization
author_facet Auer, Franceila
Carvalho de Araújo , Vania
author_sort Auer, Franceila
title The access to full-time early childhood education: from "public" right to judicialization
title_short The access to full-time early childhood education: from "public" right to judicialization
title_full The access to full-time early childhood education: from "public" right to judicialization
title_fullStr The access to full-time early childhood education: from "public" right to judicialization
title_full_unstemmed The access to full-time early childhood education: from "public" right to judicialization
title_sort access to full-time early childhood education: from "public" right to judicialization
description The paper aims to analyze the most constant justifications of families to demand enrollments for their children in public institutions that offer full-time early childhood education in the municipality of Vitória-ES. It adopts as methodology the documentary analysis of eight legal and extralegal lawsuits treated by the Public Ministry and Court of Justice. In light of Hannah Hannah's thoughts, it questions the relationship between judicialization, law and politics. The findings indicate that the enrollments requested by families are associated with their socioeconomic needs, such as paid intra and extra-home work, life situation marked by risk and social vulnerability. It is concluded that although the right to early childhood education is considered public from the constitutional point of view, in a context of scarcity of vacancies for the enrollment of children, judicialization of education leads the right from private demands and private interests, without any public interlocution, which brings the right closer to the "merit of need".
publisher Portal de Periódicos Eletrônicos da UFRN
publishDate 2022
url https://periodicos.ufrn.br/educacaoemquestao/article/view/27025
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spelling oai:periodicos.ufrn.br:article-270252022-03-11T11:25:42Z The access to full-time early childhood education: from "public" right to judicialization Acceso a la educación infantil a tiempo completo: del derecho “público” a la judicialización O acesso à educação infantil em tempo integral: do direito “público” à judicialização Auer, Franceila Carvalho de Araújo , Vania Direito e Hannah Arendt Judicialização Educação infantil Tempo integral. Law and Hannah Arendt Judicialization Early childhood education Full-time. Derecho e Hannah Arendt Judicialización Educación infantil Tiempo completo. The paper aims to analyze the most constant justifications of families to demand enrollments for their children in public institutions that offer full-time early childhood education in the municipality of Vitória-ES. It adopts as methodology the documentary analysis of eight legal and extralegal lawsuits treated by the Public Ministry and Court of Justice. In light of Hannah Hannah's thoughts, it questions the relationship between judicialization, law and politics. The findings indicate that the enrollments requested by families are associated with their socioeconomic needs, such as paid intra and extra-home work, life situation marked by risk and social vulnerability. It is concluded that although the right to early childhood education is considered public from the constitutional point of view, in a context of scarcity of vacancies for the enrollment of children, judicialization of education leads the right from private demands and private interests, without any public interlocution, which brings the right closer to the "merit of need". Este artículo tiene como objetivo analizar los motivos más recurrentes de las familias para reclamar plazas para sus hijos en instituciones públicas de educación infantil a tiempo completo en la ciudad de Vitória-ES. Adopta como metodología el análisis documental de ocho demandas judiciales y extrajudiciales evaluadas por el Ministerio Público y el Tribunal de Justicia. A la luz del pensamiento de Hannah Arendt, problematiza la relación entre judicialización, derecho y política. Los resultados indican que las solicitudes de vacantes por parte de las familias están asociadas a sus necesidades socioeconómicas, como el trabajo intra y extradoméstico pagado, situación de vida marcada por el riesgo y la vulnerabilidad social. Se concluye que si bien el derecho a la educación infantil es considerado público bajo el punto de vista constitucional, en un contexto de precariedad de vacantes, la judicialización de la educación conduce el derecho desde demandas e intereses privados, sin diálogo público, que se aproxima a la ley a la “ mérito de necesidad ”. Este artigo tem como objetivo analisar as justificativas mais recorrentes das famílias ao demandarem vagas para seus filhos nas instituições públicas de educação infantil em tempo integral no município de Vitória-ES. Adota como metodologia a análise documental de oito demandas judiciais e extrajudiciais apreciadas pelo Ministério Público e pelo Tribunal de Justiça. À luz do pensamento de Hannah Arendt, problematiza a relação entre judicialização, direito e política. Os resultados indicam que as solicitações das vagas pelas famílias estão associadas às suas necessidades socioeconômicas, tais como, trabalho intra e extradomiciliar remunerado, situação de vida marcada pelo risco e vulnerabilidade social. Conclui-se que embora o direito à educação infantil seja considerado público sob o ponto de vista constitucional, em um contexto de precarização de vagas, a judicialização da educação conduz o direito a partir de demandas privadas e interesses particulares, sem interlocução pública, o que aproxima o direito ao “mérito da necessidade”. Portal de Periódicos Eletrônicos da UFRN 2022-03-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/27025 Revista Educação em Questão; v. 60 n. 63 (2022): jan./mar. 2022 1981-1802 0102-7735 10.21680/1981-1802.2022v60n63 por https://periodicos.ufrn.br/educacaoemquestao/article/view/27025/15430 Copyright (c) 2022 Revista Educação em Questão

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