Do Direito à Educação aos Direitos de Aprendizagem: a escola sub judice

Abstract

This research aims to interrogate the ways in which the notion of the right to education has been signified in the educational context and the displacements of these meanings in the context of the production of curricular policies. It was hypothesized that the diffused meanings of "right" unfold in a given sense of knowledge in articulation with the idea of "time" in the school, as a marker of quality. For that, the transmutation of the right to education in the right to learning, a notion that is perceived as justification in the production of contemporary curricular policies, was discussed. The research was anchored in the post-structural and post-colonial theoretical and methodological bases, through the studies of Derrida and Bhabha, through a deconstructive reading in which the senses of law were placed under shaving, investigating their senses in the process of policy making education. In order to understand the tensions inherent in the compulsory enrollment, its articulation with the discourse that the sooner one enters the school, the more chances of permanence and success, and their alignments to the discourses of what has been called learning rights, focusing on the curricular production of the education of children aged 4 to 8 years, analyzing the National Pact for Literacy in the Right Age and the National Curricular Common Base, as well as the legislation regarding the expansion of Primary Education, compulsory enrollment in from the age of 4 years / Law nº 12.796 / 2013, among others. It concludes by arguing that investigating the meanings of law is a possible way to review the right to education and, in this sense, adds value to the policies and enhances the school as a space for plural interaction