From the point of view of critical theory and social criticismo the idea of progress seems to be established in an ambivalence: on the one hand, the postulates of Amy Alllen started an "Aufklärung" of the conception of progress ( which I call the "negative" conception) and its possible unfolding to a critical theory as well as for social criticismo; in contrast, the conception of progress can be understood as a "positive way" in which it is guided by the constitutive scope of a critical theory by embodying, for example, the social justice as a social-normative medium to the process of emancipation. Taking into account the aforementioned assertions, I will take up, in this research, the core of the conception of progress in Amy Allen (1) in order to interpose a "positive" idea. In this sense, I will take as a social-institutional and empirical reference the public policy of the 'Mais IDH' social program (More HDI), which is constituted both as a response to the concept of progress in Amy Allen and as a possible condition for the realization of social justice (understood as the minimum conditions of existence) (2).
A experiência da deficiência faz parte da vida de pessoas que têm doença, lesão ou limitação corporal. A deficiência é compreendida, ainda, como um fato de má sorte pessoal e, do ponto de vista social e político, os deficientes são vistos como minoria. Este estudo pretende contribuir para o aprofundamento dos conhecimentos sobre o tema deficiência. A pesquisa traz nova abordagem do tema: o modelo social. Essa abordagem surgiu como alternativa ao modelo médico da deficiência, que reconhece na lesão, na doença ou na limitação física a causa primeira da desigualdade social e das desvantagens vivenciadas pelos deficientes, ignorando o papel da sociedade na sua opressão e marginalização. O estudo permitiu refletir como as dificuldades e barreiras impostas pela sociedade às pessoas, consideradas diferentes, tornam a deficiência uma realidade e retratam a injustiça social e a situação de vulnerabilidade vivida por grupos excluídos. ; La experiencia de la deficiencia hace parte de la vida de personas que tienen una enfermedad, lesión o limitación corporal. La deficiencia es comprendida, también, como un hecho de mala suerte personal y, del punto de vista social y político, los deficientes son vistos como una minoría. Este estudio pretende contribuir para profundizar los conocimientos sobre el tema deficiencia. La investigación trae un nuevo abordaje del tema: el modelo social. Ese abordaje surgió como una alternativa al modelo médico de la deficiencia, que reconoce en la lesión, en la enfermedad o en la limitación física la causa principal de la desigualdad social y de las desventajas experimentadas por los deficientes, ignorando el papel de la sociedad en su opresión y marginalización. El estudio permite reflexionar como las dificultades y barreras impuestas por la sociedad a las personas consideradas diferentes tornan la deficiencia una realidad y retratan la injusticia social y la situación de vulnerabilidad vivida por grupos excluidos. ; The experience of disability is part of the daily lives of people who have a disease, lesion or corporal limitation. Disability is still understood as personal bad luck; moreover, from the social and political points of view, the disabled are seen as a minority. The aim of this study is to contribute to the knowledge about the experience of disability. The research presents a new approach on the theme: the social model. This approach appeared as an alternative to the medical model of disability, which sees the lesion as the primary cause of social inequality and of the disadvantages experienced by the disabled, ignoring the role of social structures in their oppression and marginalization. The study permits reflecting on how the difficulties and barriers society imposed on people considered different make disability a reality and portray social injustice and the vulnerability situation lived by excluded groups.
El debate alrededor de la justicia ha ganado espacio en la geografía, especialmente a partir de los 1970s, con atención a A theory of Justice (Rawls, 1971), en la Filosofía Política, y en la Geografía, Social Justice and the city (Harvey, 1973). A partir de ahí, y sin pretensión a la exhaustividad, se recorren los debates entre diversas teorías y/o principios de justicia. En la medida en que muchos procesos analizados en geografía – como la segregación, la marginalización, la diferenciación – revelan injusticias de expresión espacial, esta reflexión sobre la justicia ofrece herramientas teóricas pertinentes para los análisis geográficos. En otros términos, se establecen los contornos del debate, para contribuir a la comprensión de las implicaciones de la abertura de la geografía a preocupaciones filosófico-éticas. Así, se presenta una visión amplia de la justicia, articulada alrededor del trípode redistribución, reconocimiento y espacio, para finalmente hacer algunas consideraciones sobre el concepto de justicia espacial. ; O debate em torno da justiça vem ganhando lugar na Geografia, notadamente a partir dos anos 1970, com destaque para A Theory of Justice (Rawls, 1971), na Filosofia Política, e, na Geografia, para Social Justice and the City (Harvey, 1973). A partir desse momento, e sem pretender à exaustividade, propõe-se um recorrido através dos debates entre diversas teorias e/ou grandes princípios de justiça. Na medida em que muitos processos analisados em Geografia – como a segregação, a marginalização, a exclusão e a diferenciação – revelam injustiças de forte expressão espacial, esta reflexão sobre a justiça oferece ferramentas teóricas e analíticas relevantes para as análises geográficas. Em outros termos, trata-se de estabelecer os contornos desse debate, para contribuir ao entendimento da abertura da Geografia a preocupações filosófico-éticas. Nesse sentido, apresenta-se uma visão ampla da justiça, em torno do tripé redistribuição, reconhecimento e espaço, para terminar com considerações sobre o conceito de justiça espacial. ; The debate around justice has been gaining ground in Geography, especially from the 1970s, with two seminal works, A theory of justice (Rawls, 1971), in Political Philosophy, and, in geography, Social Justice and the City (Harvey, 1973). From this moment, and without pretension of exhaustivity, we propose a journey through the debates between several theories and principles of justice. As a lot of processes analyzed in Geography – such as segregation, marginalization, exclusion, differentiation – reveals injustices with a strong spatial expression, this reflection about justice offers theoretical and analytical tools for geographical analyses. In other terms, it is an intent to establish the outlines of this debate, to contribute to the understanding of the opening of geography to philosophical and ethics concerns. In that respect, we aim at presenting a large vision of justice, around the tripod redistribution, recognition, and space, to finish with considerations about the concept of spatial justice.
By reading the UNDP and UNESCO documents, which make up the United Nations system, it is possible to see prospective models - concerning justice, just school, school justice - which are connected to a vast academic literature on education and human rights as well as education and social justice. This is a documentary research which aims to find out in which ways the documents entitled Education for All Global Monitoring Reports (REPTs) of UNESCO and Human Development Reports (RDHs) seek, at the threshold of the 21st century, to certify the effectiveness of education and school as promoters of social, economic and political inclusion of individuals. Their prescriptions are made to States, civil society organizations and political leaders committed to a more just and democratic education. It was emphasized, in the course of the analysis, that the diagnoses and prescriptions, present in the respective documents, as their goal is to reach expressively broad territorial spaces as well as social and political contexts, are not sufficiently concerned with the conflicting processes that can, under specific social, educational and political conditions, make it impossible to expand justice, in general, and school justice, in particular. Due to the diverse nature of the prognoses present in these reports, it is not possible for their formulators to pay attention to the singularities of different societies as a space of innumerable conflicts that tend to increase the difficulties of substantive advances towards increasing school justice. ; Ao lerem-se os documentos do PNUD e UNESCO, que compõem o sistema das Nações Unidas, percebem-se modelos prospectivos - sobre justiça, escola justa, justiça escolar – que têm conectividade com uma vasta literatura acadêmica sobre educação e direitos humanos e educação e justiça social. Esta é uma pesquisa documental que busca averiguar de que modo os documentos intitulados Relatórios de Monitoramento da Educação para Todos da UNESCO (REPTs) e Relatórios do Desenvolvimento Humano (RDHs) procuram, no limiar do século XXI, atestar a eficácia da educação e da escola como promotoras da inclusão social, econômica e política dos indivíduos. As suas prescrições são feitas aos Estados, às organizações da sociedade civil e às lideranças políticas comprometidas com uma educação mais justa e democrática. Ressaltou-se, no decorrer da análise, que os diagnósticos e as prescrições, presentes nos respectivos documentos, por visarem a alcançar espaços territoriais e contextos sociais e políticos expressivamente amplos não se atêm, suficientemente, aos processos conflitivos que podem, em condições sociais, políticas e educacionais específicas, impossibilitar a ampliação da justiça, de modo geral, e da justiça escolar, de modo particular. Em razão da diversificada natureza dos prognósticos presentes nesses relatórios, não é possível, aos seus formuladores, atentar para as singularidades das diversas sociedades como um espaço de inúmeros conflitos que tendem a ampliar as dificuldades de avanços substantivos rumo a uma crescente justiça escolar.
David Sassoli has best interpreted the great Italian tradition of Europeanism, which had in Giuseppe Mazzini, Vincenzo Gioberti, Altiero Spinelli and Ernesto G. Rossi, the highest and most concrete theoretical and political expressions of the contemporary age. Europe means democracy, therefore freedom, social justice, solidarity among the peoples and within the peoples that make up the European Union. It means building and looking upwards towards peace.
The normative basis of the republican conception of justice is freedom as non-domination. This concept of political freedom comprises social relations in equality of power. Non-domination represents the social condition of not being submissive to the capacity of arbitrary interference of others. Republican freedom presupposes the development of human capabilities in their fullness. The potential for human capacity development must be protected by the legal structure of the State. The State has the function of equating the differences of individuals' assets and resources with their institutional structure. It acts to offer the necessary conditions, rights and basic liberties, to individuals in their social and political life. The Republican perspective of Philip Pettit leads to the normative deduction of republican liberty and to demonstrating that the theory of justice has to presuppose the resources necessary for the development of human life in its condition of equality and freedom. The democratic structuring of society presupposes the establishment of social relations that are characterized by the social status of non-domination.
