Access to basic education in Brazil and Guinea-Bissau: the right to education in different social contexts

Abstract

This article proposes a discussion about the access to basic education, in Brazil and Guinea-Bissau, as a public action that guarantees the right for education at modern Western societies. Approaches democratization of education at the context of Access to schools, emphasizing the path of such rights at Brazilian and Guinean background.  At theorical scope, it adopts a theory of social justice whose extent emphasizes the socioeconomic injustices (redistribution dimension) and cultural (acknowledge dimension). In methodological terms, focus on a qualitative and quantitative study associated to the bibliography research, having the educational legislation of Brazil and Guinee-Bissau as comparison tool. The analysis highlight that, at the 1980s decade, the redemocratization of public institution began at Brazil, with purposes that evolved governmental actions (municipal, state, federal) and civil society organized for public education. In opposition, Guinea-Bissauis a country, at modern way, very young, both at its politic emancipation and democratic system; at this country, the Access to school is the result of a process that is still in construction and consolidation, through cooperation with international organizations and “partners” like Brazil. There are, therefore, approaches at educational and cultural domain, even with historical distance to also be understood and considered, at these areas.