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dc.contributor.advisorFinlay, Graham
dc.contributor.authorFadda Hartt Pereira, Fernanda
dc.date.accessioned2019-10-29T12:21:33Z
dc.date.available2019-10-29T12:21:33Z
dc.date.issued2019
dc.identifier.urihttps://doi.org/20.500.11825/1089
dc.descriptionSecond semester University: University College Dublin - National University of Ireland, Dublinen_US
dc.description.abstractBy analyzing the current debate that is taking place in Brazil about the neutrality of education, the thesis addresses the question of how schools should deal with stereotypes, prejudices and stigmas. This question is intrinsically related with the role of education in integrating marginalized groups and it will be analyzed from the concept of pluralism that a neutral education and an emancipatory or democratic education support in the fields of: (i) moral and religious conceptions, specifically regarding the teaching of gender identity; (ii) political-partisan issues; and (iii) political themes. In this regards, arguments are presented in defense of an emancipatory education, based on the understanding that education is a political act where there is no neutrality.en_US
dc.language.isoenen_US
dc.relation.ispartofseriesGlobal Campus Europe (EMA) theses 2018/2019;
dc.subjecteducationen_US
dc.subjectintegrationen_US
dc.subjectminority groupsen_US
dc.subjectpluralismen_US
dc.subjectBrazilen_US
dc.subjectgenderen_US
dc.subjectreligionen_US
dc.subjectpoliticsen_US
dc.subjectneutralityen_US
dc.titleIn favor of an emancipatory education. There is no neutralityen_US
dc.typeThesisen_US


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