Participation in the public space of school as a dimension of Educational Justice – Project for a democratic school?
DOI:
https://doi.org/10.30827/dreh.v0i17.9400Keywords:
educational justice, school democracy, student’s participation in schoolAbstract
Starting from a broader research on the problematic of educational justice, based on philosophical and sociological theorizations of justice and the dimensions that characterize it, this article focuses on the principles of justice involved in the construction of democratic public school, specifically on the foundation of the ideal of participatory citizenship defined by educational legislation. At the same time, it seeks to understand if and to what extent the organizational and pedagogical processes in school give rise to experiences of democratic participation and objectivation of justice as recognition. It is questioned (1) what dimensions of justice emerge from legislative texts; (2) what space for participation is assured to the students at school. A multiple case study was developed using various data collection instruments. In this paper are privileged (1) data from documents’ analysis; (2) classroom observation data. The analysis has given rise to different principles and norms of justice that are dominant in each school, as well as different objectivations of legislation.
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Legislação
- Lei 46/86 de 14 de outubro
- Lei n.º 30/2002 de 16 de Fevereiro
- Lei n.º 3/2008 de 18 de Janeiro
- Lei n.º 39/2010 de 2 de Setembro
- Despacho n.º 6173/2016 de 10 de maio
- Despacho 6478/2017 de 26 de julho
- Decreto-Lei 55 de 2018, de 6 de julho
