Direito à educação voltada ao pleno desenvolvimento do educando

Abstract

The work will address the topic of educational law aimed at full development of the learner in order to answer the question of what are the consequences in the school context by adopting constitutional objective constituent of the full development of the human person, in view of the principle of pluralism in education. The theoretical framework adopted will be the struggle for recognition, which puts three stages recognition that every human being should reach to achieve the maximum degree of dignity (love, solidarity and right), and the logic of moral development of a process of struggle individuals at being recognized in these three spheres. It will be demonstrated that the dominant idea that the goal of full development not enable any interference in school life because of the freedom to teach, it is an understanding that hurts the most modern constitutional hermeneutical principles and therefore should not be taken effect of violating the Constitution. In addition, the study will point from the international documents that there is a strong relationship between the hermeneutic goal in screen and the principle of dignity and, therefore, what the principle of full development is required to be adopted practices that develop in the student the degree much dignity. The methodology used in the study is a content analysis of educational law constant in the Constitution, namely the right to education directed to the full development of the learner, seeking to build a concept of the purpose of the full development of the human person to be applied in the interpretation of constitutional and legal provisions that deal with the topic. It will also be undertaken a case study demonstrating the content above, to demonstrate the practical feasibility of the concept constructed in this study. At the end, the study will show that the right to education should be understood as the right to education directed to the full development of the student and that the freedom of teaching can only be given with regard to pedagogical choices that cater to such right in these terms, it is as pedagogical practice to be based on a dialogical approach, in which students are guaranteed a recognition as a subject worthy of equal respect and recognition of their particular mode of self-realization.