Magis Law Review

Apresentação

2025-03-10T15:33:12+00:00

Education Analysis Financial In Schools

2025-03-10T14:36:30+00:00

Financial education can be linked and implemented with the Common Curricular Base, both in public and private schools. Therefore, efforts do not always arise solely from the public educational institution, leaving the need to seek external support and tools. To this end, the objective of this article was to analyze financial education in school environments. The methodology used was literature review, based on the search, the Scielo platforms and the Capes theses and dissertations database. The results showed that financial education can be included in school routines, as long as teachers and technicians improve on the subject, so that they can transmit it to students.

Analysis Of Fundamental Rights In Light Of Law N. 15.100 Of 2025: Restriction On The Use Of Cell Phones In Schools

2025-03-10T14:43:58+00:00

Law no. 15,100 of 2025 provides for restrictions on the use of cell phones at school, and also provides institutional recommendations for their implementation. Therefore, the present work will aim to analyze the legal and social aspects of law no. 15,100 of 2025 in schools, as well as responsibilities in case of non-compliance. The methodology was a literature review, using the Scielo platforms, the Capes theses and dissertations database, as well as the physical collection of books as a search basis. The results demonstrate that despite the 2025 law bringing the provisions, schools still need adjustments, which can involve everything from training courses on the topic, to even routine awareness raising of the new stance within schools.

On The Right To Education For Low-Income Children And Young People In The Brazilian Context

2025-03-10T14:51:45+00:00

The study addresses the role of education as a tool for reducing social inequalities and promoting economic development in Brazil, with a focus on low-income children and adolescents. Despite the constitutional right to education, barriers persist that limit access, retention, and academic success for vulnerable and low-income groups. The research adopts a qualitative approach, based on bibliographic analyses and data from institutions such as IBGE and UNESCO, to investigate how public policies can mitigate these inequalities. The findings conclude that, to ensure a more equitable and sustainable society, it is essential to prioritize education as a fundamental right, as a driver of socioeconomic transformation, and as a pathway of reducing historical inequalities. Education is a pillar of development, capable of transforming realities and promoting equity. In Brazil, inclusive public policies and investments in infrastructure, teacher training, and access to quality education are crucial to breaking cycles of social exclusion.

Paths And Discoveries Of Human Rights Education: Inclusive Education As A Right Of Trans Bodies

2025-03-10T15:04:56+00:00

This article aims to discuss human rights education as an inclusive education for trans people. According to the Universal Declaration of Human Rights, the right to education is universal, therefore, integrating these people into regular education is a challenge for the State. The approval and permanence of trans people in classrooms and the inclusion of these people indicate that experiences of inclusion can carry with them the foundation of collective liberation that goes beyond the financial challenges imposed on the permanence of these individuals in schools. To this end, a bibliographical research will be used in which the necessary data will be extracted from scientific articles, specialized magazines, among other sources.

Network Society And Formation Of Virtual Communities: New Perspectives For Inclusive, Collaborative And Non-Violent Learning

2025-03-10T15:08:57+00:00

The progressive use of the internet gave rise to a new social organization, a network society that transformed the paradigms of social groups and gave rise to virtual communities. This work presents virtual learning communities as a possibility for building inclusive, critical, creative and non-violent knowledge in education. The concept of transactional distance is also presented and how technologies have influenced these communities and their implications for the democratization of knowledge information. In a transversal view, the possibility of using contemporary technologies as one of the drivers of virtual communities, more inclusive and less violent based on cooperation and empathy, is presented.

The Importance Of A Trained Support Teacher In Combating Bullying Involving Students With Disabilities

2025-03-10T14:56:47+00:00

Bullying is a complex problem that requires joint action by the State, families and civil society. When it targets a person with a disability, it becomes even more serious, as it reveals a discriminatory nature that increases the victim's vulnerability. In this context, the role of the support teacher stands out as essential in combating this practice, especially in the school environment. Research on this topic follows a legal-sociological approach, using the legal-projective method, according to the classification of Witker and Gustin. The main sources include doctrinal texts, legal standards and data collected during the investigation. Combating bullying involves both raising awareness and adopting conciliation practices, with support teachers being key figures in this process. Due to the closeness they maintain with students with disabilities, these professionals play a strategic role in promoting an inclusive and safe environment, contributing to the social and emotional integration of students. In this way, the support teacher not only assists in the student's academic development, but also acts as a mediator and agent of social transformation, essential to preventing and confronting discriminatory and violent behavior in the school environment.

The Civil Responsibility Of Schools In Preventing And Combating Bullying

2025-03-10T14:40:30+00:00

Bullying is a practice that must be combative, but it is complex and therefore requires joint action by the entities that make up informal and formal social control. The complexity is such that the term is used in English, given the difficulty of translation. However, Law 13,185 sought to conceptualize the term, which is in line with doctrinal concepts, so that it is possible to infer some core elements, such as it is an intentional, physical or psychological violence, repetitive, with harmful results. In the incidence of bullying, there are some prominent subjects: the aggressor, who presents unfounded motivations, but is the object of study, as they help to combat the practice; the victim; as well as the witness. The place where bullying most occurs is the school, since it is the space where the aggressor and victim are physically present, not preventing it from occurring virtually. However, even if virtual, there will be repercussions in the non-virtual environment, so that the school can act in the fight, which involves awareness measures, including self-composition methods. In the fight against bullying, another instrument that proves to be important is the institute of civil liability, whether in its preventive or reparatory function, which is applicable to public or private schools, in the face of failure to comply with the duty to guarantee the physical and psychological safety of their students.

Feminism in education: educating citizens about women's rights

2025-03-10T14:47:43+00:00

Education has played a fundamental role in the achievement of several women's rights and continues to be a crucial tool in the fight against gender-based violence, especially in the school environment. In this context, violence manifests itself in a worrying way through bullying or cyberbullying, and when specifically directed at women, it is called wollying. This practice, in addition to causing emotional and psychological harm to victims, reflects and reinforces gender inequalities that are deeply rooted in society. Although the fight against bullying has seen some significant advances, such as the inclusion of legal provisions in Law No. 9,394 of 1996 (Law of Guidelines and Bases of National Education), the creation of Law No. 13,185, which instituted the Program to Combat Systematic Intimidation, and the criminalization of bullying in article 146-A of the Penal Code, these measures alone are not enough. Effectively addressing this problem requires more than the application of sanctions: a comprehensive educational effort is needed, reaching both victims and aggressors. Educational campaigns and public policies aimed at promoting gender equality are essential to deconstruct stereotypes and foster mutual respect. In addition, conflict mediation in the school environment can help prevent situations of violence, creating safer and more inclusive spaces.