Um dilema da formação jurídica: o papel das escolas de Direito frente às questões da inclusão
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Data
2004-12-01
Autores
Souza, José Carlos Cardoso [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Visando ampliar as reflexões e discussões sobre a inclusão social, especialmente no âmbito do ensino do Direito e com o objetivo de sensibilizar essa área da Educação brasileira quanto à política de inclusão da pessoa deficiente, o presente trabalho procurou focalizar eventuais respostas das faculdades de Direito localizadas no estado de São Paulo ao comando da Portaria Ministerial nº 1.793, de 27 de dezembro de 1.994, que recomenda a inclusão de disciplina ou de conteúdos relativos aos aspectos ético-político-educacionais da normalização e integração da pessoa portadora de necessidades especiais, de acordo com as especificidades dos cursos superiores. Teve como objeto de estudo as ementas e os conteúdos programáticos das matérias Direito Constitucional, Direito do Trabalho, Direitos Humanos e da disciplina Direito Civil I, onde se procurou indícios que pudessem demonstrar atendimento àquela recomendação. O instrumento de pesquisa utilizado para as verificações consistiu de um rol de palavras-chave previamente eleitas, devidamente validado por duas pessoas, que aceitaram participar do trabalho na condição de colaboradores. Os dados coletados foram tratados, organizados e analisados pela técnica da análise de conteúdo (AC) de Bardin. O embasamento teórico do trabalho foi obtido a partir da busca e localização, tanto na literatura sobre educação especial como na literatura jurídica e outra áreas de interesse, de contribuições sobre: a exclusão; a inclusão; pessoa deficiente; direitos humanos; dignidade humana; constituição; educação especial; a Portaria nº 1.793/94 e sobre a criação dos cursos jurídicos no Brasil. Os resultados obtidos e analisados apontaram para a inexistência de atendimento aos comandos da Portaria Ministerial...
Aiming to reflect and discuss the social inclusion, mainly in the Law teaching area and to sensitize this Brazilian education area related to the policy of deficient person inclusion, this thesis focused on some answers of Law Colleges located in the São Paulo state, on the command of Ministerial Law number 1.793, dated December 27, 1.994, that recommends the inclusion of the subject or contents related to educational-political-ethical aspects of the integration of especial needs people, according to the peculiarities of colleges. It had as an objective the subjects and contents of Constitutional Law, Job Law, Human Rights and Civil Law, searching for indications that could demonstrate attending to that recommendation. The research instrument used for the verifications consisted of some key words previously elected, validated by two people that accepted to participate in the process as cooperators. The data collected were treated, organized and analysed by Bardin's content analysis (CA). The theory was obtained from the special education and law literature and other concerned areas contributing on: exclusion; inclusion; deficient person; human rights; human dignity; constitution; special education; law number 1.793/94 and law courses in Brazil. The obtained and analysed results show the non existence of attending the Ministerial Law commands. Finally, it is suggested to entities and authorities that have the power on the subject, a charge that aims not only to contemplate the law number 1.793/94, but also the command of other laws, specially of Constitution that are related to social inclusion and human dignity.
Aiming to reflect and discuss the social inclusion, mainly in the Law teaching area and to sensitize this Brazilian education area related to the policy of deficient person inclusion, this thesis focused on some answers of Law Colleges located in the São Paulo state, on the command of Ministerial Law number 1.793, dated December 27, 1.994, that recommends the inclusion of the subject or contents related to educational-political-ethical aspects of the integration of especial needs people, according to the peculiarities of colleges. It had as an objective the subjects and contents of Constitutional Law, Job Law, Human Rights and Civil Law, searching for indications that could demonstrate attending to that recommendation. The research instrument used for the verifications consisted of some key words previously elected, validated by two people that accepted to participate in the process as cooperators. The data collected were treated, organized and analysed by Bardin's content analysis (CA). The theory was obtained from the special education and law literature and other concerned areas contributing on: exclusion; inclusion; deficient person; human rights; human dignity; constitution; special education; law number 1.793/94 and law courses in Brazil. The obtained and analysed results show the non existence of attending the Ministerial Law commands. Finally, it is suggested to entities and authorities that have the power on the subject, a charge that aims not only to contemplate the law number 1.793/94, but also the command of other laws, specially of Constitution that are related to social inclusion and human dignity.
Descrição
Palavras-chave
Educação especial, Inclusão social, Escolas de direito - Formação profissional, Special Education, Juridical Education
Como citar
SOUZA, José Carlos Cardoso. Um dilema da formação jurídica: o papel das escolas de Direito frente às questões da inclusão. 2004. 217 f.+. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências, 2004.