O ENSINO FRATERNAL E HUMANISTA COMO PRESSUPOSTO DEMOCRÁTICO E A EFETIVA INTEGRAÇÃO DOS DIREITOS HUMANOS NA AGENDA EDUCACIONAL ATÉ 2030

Abstract

As a result of the work of the World Education Forum held in 2015 and led by the United Nations Educational, Scientific and Cultural Organization, the Incheon Declaration and the action milestone until 2030 was published on the international scenario, towards an inclusive and equitable quality education and lifelong education for all. This Declaration, of significant importance at the international level, must have a necessary reflection in contemporary constitutional democracies, in order to definitively implement the content of human rights both objectively, as part of the subject matter in the curriculum, and in order to guide the teaching policy, starting with the introduction of important social justice measures. Indeed, education needs to be more comprehensive, free and inclusive, being the access to education a human right and, therefore, recognized as essential to free human development. The humanistic and fraternal content needs to be raised to political debate and not be relegated to the purely ethical field, although this area is also legally important. However, the very principle of fraternity brings with it an axiological force capable of objectivity and should not be overlooked, as an important component of the famous revolutionary principled triad, to modulate and shape freedom and equality. Likewise, instruction is a prerequisite for democratic effectiveness and legitimacy, since there cannot be a government of the people without education and, thus, the possibility of free expression of will. Throughout this article, we will seek to address such aspects, in order to defend the inclusion of human rights in the educational agenda, constituting a fraternal and humanistic education system to be implemented until 2030.