An approach from the perspective of brazilian educational law in the context of regional development

Abstract

We have identified the need to treat unequal people unequally, through public policies and affirmative action. Finally, we have Law No. 12.711 (Brasil, 2012), which includes social and racial quotas.  We found that the Public Prosecutor's Office (Ministério Público - MP) and the Public Civil Action (Ação Civil Pública - ACP) are effective instruments for protecting education in the specific conflicts between the players who are part of this scenario: educational institutions, the government, students or those responsible for students and teachers. The study consisted of a descriptive analysis in which I verified the applicability of extrajudicial (or preventive) and judicial instruments or mechanisms for making citizenship effective. To this end, a parallel was made between 2011 and 2019, where after practicing the principles of democratic educational management we saw an improvement in the quality of student performance. In the state of Goiás we observed the transformation of state schools into comprehensive and military state schools. According to Law No. 12.711 (Brasil, 2012), a percentage of 50% of places at federal universities is fixed for students who have attended secondary school in public schools. And the comprehensive or military school in Goiás fits the profile of public schools. In doing so, the legislator shares responsibility with the right to education, promoted and encouraged with the collaboration of society, for the development of the person to exercise citizenship and qualify them for the job market.  Access, permanence and completion of education will be made effective, making it possible for citizens to develop as human beings.

Keywords: law; education; inclusion.