Direitos humanos e demandas escolares: problematizando a aproximação entre psicologia e conselho tutelar

• Autor(a) principal: Gomes, Cláudia Aparecida Valderramas [UNESP]
• Data de Publicação: 2013
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://www2.faac.unesp.br/revistafaac/index.php/ridh/article/view/159; http://hdl.handle.net/11449/127086
• topic: Human rights; Psychology; Education; Educational complains; Guardian council; Derechos humanos; Psicología; Educación; Quejas escolares; Consejo tutelar; Direitos humanos; Psicologia; Educação; Queixas escolares; Conselho tutelar

This paper presents the main achievements in the field of children and youngsters social rights and provides some data on Brazilian education that show the discrepancy between the legal guidelines and the educational situation of children and youngsters within public schools. It presents a critical approach to the ways production and attendance of school problems have been interpreted and shows the dimension in which social facilities established to provide protection to children and adolescents have not been able to ensure a good quality schooling. It highlights the Guardian Council as addressee of school demands and stands out the urgency of debating the violation of fundamental rights such as the lack of quality in education, the repeated situations of failure, and dropping out experienced by a significant number of poor students. The analyzes developed point to the fragility of the relationship between school and Guardian Council revealing an institutional dynamic that individualize social issues. The analyzes developed also suggest the possibility of including Psychology mediation to school, family and Guardian Council. These aim to break the hegemony of the gaze individualizing approach that blame individual and / or family for school failures. This all present to professionals the urgenct for a critical attitude, based on theoretical and practical approaches able to research and propose critical interventions in order to overcome the production of educational exclusion.