Educação e direitos humanos para mulheres em comunidades islâmicas

Abstract

The present work investigated the conception of the right to education and its expression of universality, inserted in the scope of basic human rights in geo-socio-political, cultural and religious contexts, among other aspects, as distinct in its foundations as in the Islamic communities. It intended to know more in depth the impacts of these issues between the normalized in local and international legislation (Universal Islamic Declaration of Human Rights of 1981, Cairo Declaration on Human Rights in Islam of 1990 and the Arab Charter of Human Rights of 2004) and the perspective of "subjects of the law ". It was particularly focused on women and girls, as they are marked by a greater vulnerability and social fragility (DEMANT, 2015; MOTAHARI, 2008; NEUMANN, 2006; SAID, 1996; YOUSAFZAI and LAMB, 2013, among others). The theme is presented in consonance with the world's discourses in defense of a democratic, inclusive society of rights, as a foundation for planetary citizenship, world peace and human emancipation (BOBBIO, 2004; FOUCAULT, 1999; BOBBIO, 2004; FOUCAULT, 1999; BOBBIO, 2004; FOUCAULT, 1999; BOBBIO, 2004; FOUCAULT, 1999; BOBBIO, 2004; FOUCAULT, 1999; BOBBIO, 2004; FOUCAULT, 1999; BOBBIO, 2004; FOUCAULT, 1999; BOBBIO, 2004; FOUCAULT, 1999; BOBBIO, 2004; FOUCAULT, 1999; BOBBIO, 2004; FOUCAULT, 1999; BOBBIO, 2004; FOUCAULT, 1999; BOBBIO, 2004; FOUCAULT, 1999; BOBBIO, 2004; FOUCAULT, 1999; BOBBIO, 2004; FOUCAULT, 1999; BOBBIO, 2004; FOUCAULT, 1999; BOBBIO, 2004; FOUCAULT, 1999; BOBBIO, 2004; FOUCAULT, 1999; LEITE, 2002; NASCMENTO, 2008, SALEITE, 2002; NASCMENTO, 2008, SALEITE, 2002; NASCMENTO, 2008, SALEITE, 2002; NASCMENTO, 2008, SALEITE, 2002; NASCMENTO, 2008, SA LEITE, 2002; NASCMENTO, 2008, SA LEITE, 2002; NASCMENTO, 2008, SA LEITE, 2002; NASCMENTO, 2008, SALEITE, 2002; NASCMENTO, 2008, SALEITE, 2002; NASCMENTO, 2008, SA LEITE, 2002; NASCMENTO, 2008, SA LEITE, 2002; NASCMENTO, 2008, SA LEITE, 2002; NASCMENTO, 2008, SALEITE, 2002; NASCMENTO, 2008, SANTOS, 2009; 2013; SEN NTOS, 2009; 2013; SEN NTOS, 2009; 2013; SENNTOS, 2009; 2013; SEN NTOS, 2009; 2013; SEN NTOS, 2009; 2013; SENNTOS, 2009; 2013; SEN , 2010, , 2010, among others). The paradigm of education for all is important to be analyzed in light of more particular aspects of each society, from a perspective of inter and multicultural understanding. It was used the qualitative approach, whose procedures involved bibliographic, documentary and field research. The documentary research is based on legal documents and data/statistics of international organizations, as well as information and speeches published in print media. Field research included semi-structured interviews with Muslim subjects, whether in Brazil or other Islamic communities, such as refugee camps (by e-mail and in English), in addition to the testimonies collected on the TED.COM site. From the analysis of the information obtained, it was observed that the subjects interviewed emphasize the presence of economic, political, cultural and religious factors as determinants and impediments and / or favoring the enjoyment of the educational right, a world-renowned paradigm, but they also indicate the unique perceptions of families that may exceptionally contradict circumstances such as those of war and territories in danger and/or social rules still ingrained. This fact led to the approach of subjects with high levels of schooling and professional activities in the world of work.