Recapturing the fundamental social right to education within the context of punitive incarceration through administrative law
We will address the right to education within the context of punitive incarceration with the objective of demonstrating that, in these circles, it comes to be viewed as a “benefit”. This methodology consists of an analysis of the “pathologies” of the system. We will begin with a dogmatic abstract st...
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| Formato: | Artículo revista |
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Universidad Nacional del Litoral
2019
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Redoeda/article/view/9108 |
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Universidad Nacional del Litoral |
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Publicaciones periódicas |
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spa |
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Artículo revista |
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We will address the right to education within the context of punitive incarceration with the objective of demonstrating that, in these circles, it comes to be viewed as a “benefit”. This methodology consists of an analysis of the “pathologies” of the system. We will begin with a dogmatic abstract study that allowed us to conclude that the “stimulus” installed in Argentina’s law is unconstitutional because it is unreasonable. Then, after warning of indications revealing failures in this system, we present field research from the University Education in Prisons Program in our University, through interviews with its members and a visit to a collegiate classroom in the Coronda Penal Institution where we spoke with students. In the field study, we proved our suspicions to be true and learned of the bureaucratic obstacles inherent in the penal system that are faced by students deprived of their liberty. With this, we came to confirm that it is not solely an issue of normative deviations, but also that correlations are present in its application. Finally, we conclude with the necessity of overcoming the obstacles at hand and, with purposeful intentions, think of ways to overcome them. |
| author |
Bloj, Vanesa Ingrid Gandini, Brenda Carolina |
| spellingShingle |
Bloj, Vanesa Ingrid Gandini, Brenda Carolina Recapturing the fundamental social right to education within the context of punitive incarceration through administrative law |
| author_facet |
Bloj, Vanesa Ingrid Gandini, Brenda Carolina |
| author_sort |
Bloj, Vanesa Ingrid |
| title |
Recapturing the fundamental social right to education within the context of punitive incarceration through administrative law |
| title_short |
Recapturing the fundamental social right to education within the context of punitive incarceration through administrative law |
| title_full |
Recapturing the fundamental social right to education within the context of punitive incarceration through administrative law |
| title_fullStr |
Recapturing the fundamental social right to education within the context of punitive incarceration through administrative law |
| title_full_unstemmed |
Recapturing the fundamental social right to education within the context of punitive incarceration through administrative law |
| title_sort |
recapturing the fundamental social right to education within the context of punitive incarceration through administrative law |
| publisher |
Universidad Nacional del Litoral |
| publishDate |
2019 |
| url |
https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Redoeda/article/view/9108 |
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1686073185306411008 |
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oai:bibliotecavirtual.unl.edu.ar:article-91082020-07-30T19:54:55Z Recapturing the fundamental social right to education within the context of punitive incarceration through administrative law Recaptura por el Derecho Administrativo del derecho social fundamental a la educación en contextos de encierro punitivo Bloj, Vanesa Ingrid Gandini, Brenda Carolina We will address the right to education within the context of punitive incarceration with the objective of demonstrating that, in these circles, it comes to be viewed as a “benefit”. This methodology consists of an analysis of the “pathologies” of the system. We will begin with a dogmatic abstract study that allowed us to conclude that the “stimulus” installed in Argentina’s law is unconstitutional because it is unreasonable. Then, after warning of indications revealing failures in this system, we present field research from the University Education in Prisons Program in our University, through interviews with its members and a visit to a collegiate classroom in the Coronda Penal Institution where we spoke with students. In the field study, we proved our suspicions to be true and learned of the bureaucratic obstacles inherent in the penal system that are faced by students deprived of their liberty. With this, we came to confirm that it is not solely an issue of normative deviations, but also that correlations are present in its application. Finally, we conclude with the necessity of overcoming the obstacles at hand and, with purposeful intentions, think of ways to overcome them. Abordamos el derecho a la educación en contextos de encierro punitivo, con el objetivo de demostrar que en estos ámbitos pasa a ser visto como un “beneficio”. La metodología consiste en un análisis de las "patologías" del sistema. Comenzamos con un estudio dogmático abstracto, que nos permitió concluir en que el “estimulo” planteado en la Ley de Ejecución Penal argentina es inconstitucional por ser irrazonable. Pasamos, tras haber advertido índices reveladores de falencias en el sistema, a un estudio de campo sobre la experiencia del Programa de Educación Universitario en Prisiones de nuestra Universidad, a través de entrevistas realizadas a los integrantes del mismo y una visita al aula universitaria de la unidad penal de Coronda para conversar con los estudiantes. En el estudio de campo ratificamos nuestras hipótesis y tomamos conocimiento de obstáculos burocráticos e inherentes a la lógica carcelaria a los que se enfrentan los estudiantes privados de su libertad. Así, confirmamos que no se trata sólo de un problema de desviaciones normativas, sino que tiene un correlato en la aplicación. Finalmente, concluimos en la necesidad de superar los obstáculos encontrados y, con la intención de ser propositivas, pensamos en modos de superarlos. Universidad Nacional del Litoral 2019-12-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion artículo Articulo info:ar-repo/semantics/artículo application/pdf https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Redoeda/article/view/9108 10.14409/redoeda.v6i2.9108 Revista Eurolatinoamericana de Direito Administrativo; v. 6 n. 2 (2019): julho / dezembro; 321-344 Euro-Latin American Journal of Administrative Law; Vol 6 No 2 (2019): July / December; 321-344 Revista Eurolatinoamericana de Derecho Administrativo; Vol. 6 Núm. 2 (2019): julio/diciembre; 321-344 2362-583X 10.14409/redoeda.v6i2 spa info:eu-repo/grantAgreement/EC/FP7/ https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Redoeda/article/view/9108/12582 /*ref*/BIDART CAMPOS, Germán J. Teoría General de los Derechos Humanos. México, Editado por el Instituto de Investigaciones Jurídicas de la UNAM, 1989. /*ref*/GUTIÉRREZ, Mariano Hernán. El Jardín de los Senderos que se Entrecruzan: Las dificultades de los garantistas para entender la educación como derecho. Dossier: Cuestiones en Línea, Buenos Aires, vol. 1, n. 35, p. 29-44, 2012. /*ref*/RODRIGUEZ-ARANA MUÑÓZ, Jaime. El Derecho Fundamental a la Buena Administración en la Constitución Española y en la Unión Europea. Revista Eurolatinoamericana de Derecho Administrativo, Santa Fe, vol.1, n.2, p.73-93, jul./dic., 2014. /*ref*/SCARFÓ, Francisco José; AUED, Victoria. El Derecho a la Educación en las Cárceles: Abordaje situacional. Aportes para la Reflexión sobre la Educación como Derecho Humano en Contextos de la Cárcel. Revista Eletrônica de Educação, São Carlos, vol. 7, n. 1, p. 88-98, 2013. /*ref*/TOMASEVKSI, Katarina. Manual onrights-basededucation: global human rightsrequerimentsmade simple. Bangkok: UNESCO, 2004. /*ref*/ZAFFARONI, Eugenio R. La Cuestión Criminal. 5a ed. Bs.As.: Planeta, 2013. info:eu-repo/semantics/openAccess |
| score |
11.8626 |