Abstract
Among many aspects, education in Brazil is characterized by a constant search for democratization. To make this possible, Brazilian legislation sought to introduce transformation mechanisms, reflecting the country’s social, political, and economic contexts, even during constant criticism of the educational system. Since then, the main educational reforms in Brazil focused on expanding public schooling so that everyone had access to a minimum of schooling, especially in primary education. High school, on the other hand, had the most significant recent changes, with the implementation of the “New High School” in 2022. This change aimed to ensure the provision of quality education to all young people and bring schools closer to the reality of students, considering the new demands of the job market and life in society. Within this perspective, this chapter analyzes how the university can play a key role in democratic and citizenship development within basic education. Mackenzie Presbyterian University has been developing an “Education for Justice” clinic to make children and teenagers in the school environment more aware of their rights. In this clinic, law students teach children and teenagers law, exchange experiences, and demystify the legal system. Students become aware of their rights and responsibilities, while engaging in critical thinking and problem-solving skills.
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Notes
- 1.
The expression minor [...] kept within itself the notion of minor importance, synonymous with childhood in danger or dangerous, marginalization, and diminution. The identity of the “minor” was built—only and exclusively—out of deviation, anomie, and the need for surveillance by the State. Pinto et al. (2018a, b). Imprensa Oficial do Estado S/A.
- 2.
Implemented through Decree 17.943-A.
- 3.
Constitutions were passed in 1934, 1937, 1946, and 1967.
- 4.
Both declarations were adopted by Brazil at the United Nations General Assembly.
- 5.
Schleicher, Andreas. The impact of COVID-19 on education: insights from Education at a Glance 2020. Paris, França: OCDE, 2020.
- 6.
Musacchio et al. (2012). After independence in 1821, Brazilian politicians chose a political system that perpetuated the elitist nature of the political institutions imposed by the Portuguese during colonial times. […] Under such a political system, whatever resources provincial elites spent on public elementary education went to pay for schools that educated mostly their own children or those of other elites. As a sign of how elitist the system was, consider the following data. Enrollment rates during the imperial period stayed below 10 percent. […] Things changed rapidly after 1889 when a Republican revolution overthrew the monarchy and heralded positivism. One of the central tenants of positivism in Brazil was the idea that to become a civilized nation, the government had to provide secular education on a massive scale. Thus, the Republicans drafted a new constitution in 1891, significantly reforming the way schooling was financed and organized.
- 7.
Organization for Economic Cooperation and Development (OECD) (2019).
- 8.
In its publicity material, IBGE exemplifies a note with the phrase: “Maria, I went to the market”, that is “Maria, fui no mercado” in Portuguese.
- 9.
Instituto Brasileiro de Geografia e Estatística (IBGE) (2020). Pesquisa Nacional por Amostra de Domicílios—PNAD. Cartilha Educação 2019.
- 10.
Instituto Brasileiro de Geografia e Estatística (IBGE) (2020). Pesquisa Nacional por Amostra de Domicílios—PNAD. Cartilha Educação 2019. In 2019, there were nearly 6 million illiterate people aged 60 and older, which equates to an illiteracy rate of 18.0% for this age group. By gradually including the younger age groups, a drop in illiteracy is observed: to 11.1% among people aged 40 and older, 7.9% among those aged 25 and older, and 6.6% among the population aged 15 and older. These results indicate that the younger generations are having greater access to education and are becoming literate while still children.
- 11.
Instituto Brasileiro de Geografia e Estatística (IBGE) (2020). Pesquisa Nacional por Amostra de Domicílios—PNAD. Cartilha Educação 2019.
- 12.
Brazilian legislation allows formal work starting at the age of 16, except as an apprentice, which can begin at the age of 14 (maximum load of 6 hours a day).
- 13.
UNICEF (2021). Enfrentamento da cultura do fracasso escolar: Reprovação, abandono e distorção idade-série. Retrieved October 25, 2022, from: https://www.unicef.org/brazil/relatorios/enfrentamento-da-cultura-do-fracasso-escolar.
- 14.
Article 26 of Federal Law 9.394/1996.
Under Article 26, Federal Law 9.394/1996: The curricula of early childhood education, elementary education, and secondary education must have a common national basis, to be complemented, in each education system and in each school establishment, by a diversified part, required by the regional and local characteristics of society, culture, economy, and students.
- 15.
Educação para a Justiça, in Portuguese
- 16.
Section 9º of Article 26 of Federal Law 9.394/1996: Contents related to human rights and the prevention of all forms of violence against children, adolescents, and women will be included, as cross-cutting themes, in the curricula mentioned in the caput of this article, observing the guidelines of the corresponding legislation and the production and distribution of didactic material suitable for each level of education.
- 17.
Azzari et al. (2020).
- 18.
Article 7 of Resolution CES/CNE/MEC 5/2018. Courses must encourage curricular activities of extension or professional approach that articulate the improvement and innovation of experiences related to the field of training and may also provide opportunities for actions with the community or of a social nature, such as clinics and projects.
- 19.
Souza et al. (2022). E-papers.
- 20.
This would include children from low-income socio-economic households.
- 21.
This activity was first described in the book Educating for Citizenship: A curriculum planning guide with 22 structured learning experiences and ready-to-use worksheets for kindergarten by Constitutional Rights Foundation, Law-Related Education Program for the Schools of Maryland & National Street Law Institute (1982).
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de Souza, A.P., Puga, B.A. (2023). The Important Role of the University Facing the Challenges for a High-Quality Education for Children in Brazil. In: Bajpai, A., Tushaus, D.W., Prasad, M.R.K. (eds) Human Rights and Legal Services for Children and Youth. Springer, Singapore. https://doi.org/10.1007/978-981-99-5551-0_9
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