Pravo na obrazovanje i ideal ravnopravnosti

Abstract

Pravo na obrazovanje u savremeno doba predstavlja jedno od neprikosnovenih ljudskih prava. Međutim, puna implementacija prava na obrazovanje istovremeno podrazumeva ispunjenost više preduslova. U tom smislu nije dovoljno samo da obrazovanje bude formalno i praktično dostupno svakom građaninu, već se postavlja i pitanje da li svako biva podjednako uvažavan pri realizaciji prava na obrazovanje, bez obzira na lična svojstva kojima se odlikuje, kako kao individua, tako i kao pripadnik određene grupe. Imajući u vidu navedeno, izlaganja u radu su posvećena razmatranju najznačajnijih međunarodnih dokumenata koji se odnose na problematiku ravnopravnosti u obrazovnom kontekstu, odnosno analizi dokumenata koji su u tom domenu relevantni za Srbiju. Autori zaključuju da se u stručnom i javnom diskursu češće govori o problemima u vezi sa dostupnošću obrazovnog procesa pripadnicima različitih marginalizovanih grupa, dok se samim svojstvima i sadržini obrazovnih programa posvećuje nedovoljna pažnja. Ovakvu praksu bi trebalo menjati, imajući u vidu da obrazovni proces i svojim vrednosnim usmerenjem i sadržinom treba da utiče na veličanje ideala ravnopravnosti.

The right to education in modern-day is one of the fundamental human rights. However, the full implementation of the right to education implies the fulfillment of several preconditions. In that sense, it is not enough just that education is formally and practically accessible to every citizen, but the question arises whether everyone is equally respected in the realization of the right to education, regardless of personal characteristics, both as an individual and as a member of certain groups. Having in mind the above, the paper has been dedicated to the consideration of the most important international documents related to the issue of equality in the educational context and also to the analysis of documents that are relevant in Serbia in that area. The authors conclude that significant attention has been devoted to problems related to the accessibility of the educational process to members of various marginalized groups, while the very content of educational programs has not been given the appropriate attention. This practice should be changed, bearing in mind that the educational process, not only with its accessibility, but also with its value orientation and content, should influence the popularization of the ideal of equality.