Paulo Freire's contribution to combating inequalities in educational access and participation
DOI:
https://doi.org/10.25767/se.v30i2.29379Keywords:
Right to Education; Specific Needs; Educational emancipationAbstract
Currently, it is known that good quality education, in its full accessibility and practice, claimed as a Human Right, does not only cover the need for a normative nature, but mainly, the involvement of the joint work of all educational agents inherent to this process. For this, it is essential not only an Education, in which the right to be a learner is exercised, but, primarily, the opportunity for social and academic equality and equity, in the duties and rights, guaranteed and invoked by UNESCO (1994, 2009, 2015, 2019).
The realization of this article prioritizes the need to demand a more just society, in which, through Freire's proposals, one can ascend to educational emancipation. In this way, we propose to reflect, albeit boldly, on Paulo Freire's proposal concerning the educational right of All, especially for children with Specific Needs, of preschool age.
Keywords Right to Education; Specific Needs; Educational emancipation
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