Pedagogical intervention cultures on the recognition of the right to education
DOI:
https://doi.org/10.26512/lc.v25.2019.22498Keywords:
Right to education, Pedagogical Intervention, Recognition of RightsAbstract
The text aims at reflecting on how the right to education has been conceived, lived and perceived by teachers of Basic Education and how practices of pedagogic intervention favor their recognition. The reflections consider narratives produced by teachers working in the Elementary School of a Brazilian municipal public network in southern Brazil. Documentary analysis, semi-structured instrument and Focal Group were used in data construction. Among the findings of the research are five cultures of pedagogical intervention.
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