Main Article Content
Thinking about the human right to education and its implementation, or not, in different educational “spaces-times” requires the investigation of “policies-practices”, in search of evidence of contribution to social emancipation that could be produced in them. With this methodical understanding of how to investigate the human right to education, the text aims to discuss ideas produced by researchers in multiple interventions in the world of life and the converging of those ideas, in the ways and means of their conception, in order to consolidate some principles –human dignity among them – in what has been called the right to education. Addressing this right of youth, adults, and the elderly largely motivates the reflections of the text, by understanding that the exercise of this right requires access to knowledge in plural and egalitarian contexts that respect previous knowledge and guarantee freedom of democratic participation, in which individual and social rights to learning and dignified citizenship are exercised by all. Focusing on the experience of everyday educational “policies-practices” that move in this direction, because by developing solidarity and more democratic relations between subjects, knowledge and cultures, the authors end by asking how these actions in these experiences contribute to broaden the emancipatory characteristic of these initiatives as they mature criticism as a device for more effective “reflections-actions”.
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How to Cite
Dantas, A. C. de L., de Oliveira, I. B., & Paiva, J. (2020). Thinking about the human right to education. Education Policy Analysis Archives, 28, 110. https://doi.org/10.14507/epaa.28.4697