THE REDEFINITION OF ACCESS TO EDUCATION AS AN EXPRESSION OF HUMAN RIGHTS

Abstract

The present work seeks to present access to education beyond the occupational framework of vacancies made available in the public education network. To this end, it discusses the role of organic intellectuals from the popular classes in face of the fundamental right to public, secular and quality education. By basing qualitative research on progressive authors, it relies on the lens of critical theory to reflect the issue of human rights in the closed circuit of power strata of class society. The article brings as a result the resignification of access to education as a necessary requirement for expanding popular participation to socially produced knowledge. We conclude that the organicity of Social Work with other professional categories strengthens the defense of freedom as a central ethical value. We understand that education for freedom is what we build collectively to lay bare the faces of domination and that, therefore, it is not limited to the reproduction of references made available by the State and/or government plans.