{"id":13843,"date":"2010-02-09T22:21:23","date_gmt":"2010-02-10T01:21:23","guid":{"rendered":"http:\/\/www.inclusive.org.br\/?p=13843"},"modified":"2010-02-09T22:21:23","modified_gmt":"2010-02-10T01:21:23","slug":"novo-programa-de-direitos-humanos-traz-agendas-perifericas-da-educacao","status":"publish","type":"post","link":"https:\/\/inclusivenews.com.br\/?p=13843","title":{"rendered":"Novo programa de direitos humanos traz agendas \u2018perif\u00e9ricas\u2019 da educa\u00e7\u00e3o"},"content":{"rendered":"<p><a href=\"http:\/\/www.inclusivenews.com.br\/wp-content\/uploads\/2010\/01\/logo_final_observatorio.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-thumbnail wp-image-13656\" title=\"logo_final_observatorio\" src=\"http:\/\/inclusivenews.com.br\/wp-content\/uploads\/2010\/01\/logo_final_observatorio-150x150.jpg\" alt=\"\" width=\"150\" height=\"150\" \/><\/a>A\u00e7\u00f5es afirmativas, educa\u00e7\u00e3o nos pres\u00eddios e outros grupos exclu\u00eddos est\u00e3o presentes no plano<\/p>\n<p>O terceiro Programa Nacional de Direitos Humanos (PNDH) traz avan\u00e7os significativos na defesa do direito \u00e0 educa\u00e7\u00e3o, mas deixa de lado alguns aspectos importantes da segunda vers\u00e3o. O\u00a0<strong>Observat\u00f3rio da Educa\u00e7\u00e3o<\/strong> comparou os tr\u00eas documentos &#8211; de 1996, 2002 e o mais recente, de janeiro de 2010 &#8211; e destacou alguns dos seus principais pontos.<\/p>\n<p>Para Denise Carreira, relatora do direito humano \u00e0 educa\u00e7\u00e3o da Plataforma Brasileira de Direitos Humanos Econ\u00f4micos, Sociais, Culturais e Ambientais (DhESCA), o documento tem o m\u00e9rito de, al\u00e9m de refor\u00e7ar agendas do atual Plano Nacional de Educa\u00e7\u00e3o (PNE), reafirmar pautas conflituosas da sociedade civil.<\/p>\n<p>O destaque entre elas \u00e9 a men\u00e7\u00e3o \u00e0s a\u00e7\u00f5es afirmativas &#8211; tema em disputa no Supremo Tribunal Federal. O documento prop\u00f5e o fomento de \u201ca\u00e7\u00f5es para o ingresso das popula\u00e7\u00f5es negra, ind\u00edgena e de baixa renda no ensino superior\u201d.<br \/>\nH\u00e1 14 anos, na primeira vers\u00e3o do PNDH, a educa\u00e7\u00e3o n\u00e3o era abordada como um direito humano em si, mas um instrumento de capacita\u00e7\u00e3o e forma\u00e7\u00e3o para a difus\u00e3o dos direitos. Em 2002, houve avan\u00e7o nessa concep\u00e7\u00e3o, inclusive com a no\u00e7\u00e3o constitucional de afirma\u00e7\u00e3o do direito \u00e0 educa\u00e7\u00e3o para todos. No PNDH 3, a educa\u00e7\u00e3o \u00e9 tratada de maneira transversal em todo o documento.<br \/>\n\u201cA pr\u00f3pria organiza\u00e7\u00e3o em termos de eixos j\u00e1 prev\u00ea a transversalidade dos direitos humanos e a responsabiliza\u00e7\u00e3o dos diversos minist\u00e9rios. \u00c9 um grande amadurecimento, e isso reflete na educa\u00e7\u00e3o\u201d, avalia Helena Singer, soci\u00f3loga e diretora pedag\u00f3gica da Associa\u00e7\u00e3o Cidade Escola Aprendiz. \u201cReconhecer que estamos num contexto de desigualdades e pensar estrat\u00e9gias de universalizar direitos nesse contexto &#8211; como a\u00e7\u00f5es afirmativas &#8211; em si j\u00e1 \u00e9 um avan\u00e7o\u201d, afirma.<br \/>\n\u201cO Programa tem como foco a quest\u00e3o das desigualdades e da diversidade\u201d, ressalta Denise Carreira, que tamb\u00e9m \u00e9 coordenadora da \u00e1rea de diversidade, ra\u00e7a e participa\u00e7\u00e3o da ONG A\u00e7\u00e3o Educativa. Para ela, o programa acerta ao trazer agendas perif\u00e9ricas da educa\u00e7\u00e3o, voltando-se para grupos exclu\u00eddos e vulner\u00e1veis, como quilombolas, comunidades pesqueiras e a popula\u00e7\u00e3o encarcerada.<\/p>\n<p><strong><br \/>\nEduca\u00e7\u00e3o Infantil<\/strong><br \/>\nSe, em 2002, o objetivo do Programa era formular \u201cdiretrizes e normas para a educa\u00e7\u00e3o infantil de modo a garantir padr\u00f5es b\u00e1sicos de atendimento em creches e pr\u00e9-escolas\u201d, no novo plano a inten\u00e7\u00e3o \u00e9 universalizar o ensino no atendimento dessa etapa, que vai dos 0 aos 5 anos.<br \/>\nDe acordo com dados da Pesquisa Nacional por Amostra de Domic\u00edlios (Pnad) 2008, 72,8% das crian\u00e7as (4 e 5 anos) frequentavam a pr\u00e9-escola em todo o Brasil naquele ano. A m\u00e9dia esconde desigualdades regionais: no Norte, 64,5% das crian\u00e7as estavam matriculadas, contra 76,7% no Sudeste. A meta estabelecida por lei pelo Plano Nacional de Educa\u00e7\u00e3o (PNE) para 2011 \u00e9 de 80%.<br \/>\nNas creches (zero a 3 anos), o desafio \u00e9 maior, e a meta de atender metade da popula\u00e7\u00e3o dessa faixa et\u00e1ria est\u00e1 longe de ser alcan\u00e7ada. Em todo o Brasil, somente 18,1% dessas crian\u00e7as frequentam creches (Pnad 2008\/IBGE).<\/p>\n<p><strong><br \/>\nAus\u00eancias<\/strong><br \/>\nEmbora a obrigatoriedade do ensino dos 4 aos 17 anos tenha sido aprovada em outubro de 2009, tornando o ensino m\u00e9dio tamb\u00e9m compuls\u00f3rio a partir de 2016 (<a href=\"http:\/\/www.observatoriodaeducacao.org.br\/index.php?option=com_content&amp;view=article&amp;id=803:senado-aprova-obrigatoriedade-do-ensino-dos-4-aos-17-anos-e-fim-da-dru-na-educacao&amp;catid=48:sugestoes-de-pautas&amp;Itemid=98\"><span style=\"text-decoration: underline;\">leia mais aqui<\/span><\/a><span style=\"text-decoration: underline;\">),<\/span> n\u00e3o h\u00e1 a\u00e7\u00f5es espec\u00edficas para essa etapa. Ao contr\u00e1rio de 2002, quando o objetivo era \u201cpromover a expans\u00e3o do acesso ao ensino m\u00e9dio com equidade\u201d e realizar uma reforma curricular para essa etapa do ensino.<br \/>\nPor ter surgido de confer\u00eancias e debates que tiveram a participa\u00e7\u00e3o de cerca de 14 mil pessoas, o plano reflete o grau de organiza\u00e7\u00e3o dos setores, de acordo com Helena. \u201cIsso \u00e9 um sintoma de que o ensino m\u00e9dio n\u00e3o estava na palavra de ordem da sociedade civil organizada, e o plano reflete a aus\u00eancia de proposta para essa etapa\u201d, explica.<br \/>\nDenise tamb\u00e9m destaca a aus\u00eancia do ensino m\u00e9dio como um ponto negativo, mas pondera que a legisla\u00e7\u00e3o \u00e9 que tem que dar conta de todos os problemas.\u00a0 \u201cO programa tem limites, mas temos que fazer a discuss\u00e3o de at\u00e9 onde um documento como esse pode ir. N\u00e3o se trata de um Plano de Educa\u00e7\u00e3o &#8211; este, sim, tem que abarcar os desafios de todas as modalidades e n\u00edveis de ensino\u201d, diz.<\/p>\n<p><strong><br \/>\nNovos temas<br \/>\n<\/strong>Outro ponto de destaque no terceiro PNDH \u00e9 a quest\u00e3o da transpar\u00eancia e do controle social. O programa prev\u00ea a articula\u00e7\u00e3o dos v\u00e1rios conselhos de direitos, al\u00e9m da cria\u00e7\u00e3o de conselhos de direitos humanos. Segundo Denise, \u00e9 um esfor\u00e7o importante de coordena\u00e7\u00e3o das pol\u00edticas: \u201ca intersetorialidade \u00e9 mesmo um grande desafio para o pa\u00eds, e os problemas da educa\u00e7\u00e3o dizem respeito a outras \u00e1reas\u201d. O tema \u00e9 abordado de forma ampla em um dos seis eixos do plano, que se refere \u00e0 \u201cintera\u00e7\u00e3o democr\u00e1tica entre Estado e sociedade civil\u201d.<br \/>\nO plano tamb\u00e9m traz temas novos com rela\u00e7\u00e3o aos anteriores. Apoio a projetos e experi\u00eancias de integra\u00e7\u00e3o da escola com a comunidade, inclus\u00e3o digital e reestrutura\u00e7\u00e3o das escolas como polos de integra\u00e7\u00e3o de pol\u00edticas educacionais, culturais e de esporte e lazer, s\u00e3o alguns exemplos na \u00e1rea de educa\u00e7\u00e3o. Outra proposta in\u00e9dita \u00e9 a implanta\u00e7\u00e3o de um sistema nacional de registro de ocorr\u00eancia de viol\u00eancia escolar, incluindo as pr\u00e1ticas de bullying.<\/p>\n<p><a href=\"http:\/\/www.observatoriodaeducacao.org.br\/index.php?option=com_content&amp;view=article&amp;id=848:novo-programa-de-direitos-humanos-traz-agendas-perifericas-da-educacao&amp;catid=48:sugestoes-de-pautas&amp;Itemid=98\">http:\/\/www.observatoriodaeducacao.org.br\/index.php?option=com_content&amp;view=article&amp;id=848:novo-programa-de-direitos-humanos-traz-agendas-perifericas-da-educacao&amp;catid=48:sugestoes-de-pautas&amp;Itemid=98<\/a><\/p>\n<p>Fonte: Observat\u00f3rio da Educa\u00e7\u00e3o<\/p>\n","protected":false},"excerpt":{"rendered":"<p>A\u00e7\u00f5es afirmativas, educa\u00e7\u00e3o nos pres\u00eddios e outros grupos exclu\u00eddos est\u00e3o presentes no plano O terceiro Programa Nacional de Direitos Humanos (PNDH) traz avan\u00e7os significativos na defesa do direito \u00e0 educa\u00e7\u00e3o, mas deixa de lado alguns aspectos importantes da segunda vers\u00e3o. O\u00a0Observat\u00f3rio da Educa\u00e7\u00e3o comparou os tr\u00eas documentos &#8211; de 1996, 2002 e o mais recente, [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-container-style":"default","site-container-layout":"default","site-sidebar-layout":"default","disable-article-header":"default","disable-site-header":"default","disable-site-footer":"default","disable-content-area-spacing":"default","footnotes":""},"categories":[6,48,4,49],"tags":[],"class_list":["post-13843","post","type-post","status-publish","format-standard","hentry","category-educacao","category-inclusao","category-noticias","category-politicas-publicas"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Novo programa de direitos humanos traz agendas \u2018perif\u00e9ricas\u2019 da educa\u00e7\u00e3o -<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/inclusivenews.com.br\/?p=13843\" \/>\n<meta property=\"og:locale\" content=\"pt_PT\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Novo programa de direitos humanos traz agendas \u2018perif\u00e9ricas\u2019 da educa\u00e7\u00e3o -\" \/>\n<meta property=\"og:description\" content=\"A\u00e7\u00f5es afirmativas, educa\u00e7\u00e3o nos pres\u00eddios e outros grupos exclu\u00eddos est\u00e3o presentes no plano O terceiro Programa Nacional de Direitos Humanos (PNDH) traz avan\u00e7os significativos na defesa do direito \u00e0 educa\u00e7\u00e3o, mas deixa de lado alguns aspectos importantes da segunda vers\u00e3o. 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