Download "Aula 1: As Bases Constitucionais da Educação com o Prof Orlando Junior | Pedagogia para Concurso"

"videoThumbnail Aula 1: As Bases Constitucionais da Educação com o Prof Orlando Junior | Pedagogia para Concurso

0:00

Introdução

6:15

Direitos Fundamentais

13:30

Evolução dos Direitos Fundamentais

19:30

Direitos de Segunda Geração

27:30

Igualdade Material

29:15

Linha de Raciocínio

33:53

Educação é Direito Fundamental

36:50

Direito Fundamental Universal

38:50

Complementaridade

42:50

Relatividade ou Limitabilidade

44:45

Direito de Propriedade

47:50

Recapitulando

Aula 01 - Aprenda construir seu Mapa Mental de LDB - Professor Concursado 2024

Aula 01 - Aprenda construir seu Mapa Mental de LDB - Professor Concursado 2024

Channel: OS PEDAGÓGICOS

Turma das 7h aberta: Teorias de Currículo com William Dornela

Turma das 7h aberta: Teorias de Currículo com William Dornela

Channel: OS PEDAGÓGICOS

Estatuto da Criança e do Adolescente | Como é cobrado em concursos? - Suzele Veloso

Estatuto da Criança e do Adolescente | Como é cobrado em concursos? - Suzele Veloso

Channel: OS PEDAGÓGICOS

Gestão Democrática x LDB - Só Questões com os Professores Carlinhos Costa e William Dornela

Gestão Democrática x LDB - Só Questões com os Professores Carlinhos Costa e William Dornela

Channel: OS PEDAGÓGICOS

Os 7 artigos mais cobrados da LDB com Carlinhos e William

Os 7 artigos mais cobrados da LDB com Carlinhos e William

Channel: OS PEDAGÓGICOS

OS PRINCIPAIS PONTOS SOBRE WALLON - Fernando Sousa

OS PRINCIPAIS PONTOS SOBRE WALLON - Fernando Sousa

Channel: OS PEDAGÓGICOS

O que são as Diretrizes Curriculares Nacionais para o Ensino Fundamental?

O que são as Diretrizes Curriculares Nacionais para o Ensino Fundamental?

Channel: OS PEDAGÓGICOS

Vygotsky e Piaget em Mapas Mentais com Fernando Sousa

Vygotsky e Piaget em Mapas Mentais com Fernando Sousa

Channel: OS PEDAGÓGICOS

Currículo x BNCC - Só Questões com os Professores Carlinhos Costa e William Dornela

Currículo x BNCC - Só Questões com os Professores Carlinhos Costa e William Dornela

Channel: OS PEDAGÓGICOS

TICS e Educação a distância em Mapas Mentais com Guilherme Augusto

TICS e Educação a distância em Mapas Mentais com Guilherme Augusto

Channel: OS PEDAGÓGICOS

Os Pedagógicos

Conhecimentos Pedagógicos

Pedagogia

Concurso para professor

História da Educação

educação na constituição federal de 1988

educação na constituição

artigos da educação

legislação educacional

direito a educação

artigo 206 da constituição federal

constituição federal de 1988

educação brasileira na constituição federal

dominando educação na constituição

leis educacionais para concurso

pedagogia para concurso

educaçãonaconstituiçãofederalde1988

pedagogiaparaconcurso

professororlandojunior

basesconstitucionaisdaeducacao

00:02:28

Hey guys, I'm the gold of Bahia, how are

00:02:31

you, welcome once again

00:02:33

here to the pedagogy channel

00:02:35

for competitions, those who don't know me, I'm

00:02:38

Professor Orlando Júnior, I'm a professor

00:02:40

of constitutional law, right, and it's a

00:02:43

huge satisfaction to be here once again

00:02:45

I did a live here a while ago,

00:02:48

I'm putting several

00:02:51

constitutional classes in the teaching room, right,

00:02:54

and it's great to be here with you

00:02:56

Patrícia

00:02:57

Irani Meire Diana, you're very welcome

00:03:00

here, you're very welcome and we're going to

00:03:02

start a little here today about the

00:03:05

constitutional bases of education I

00:03:07

usually say that in my life as a

00:03:11

Teacher I try to make my

00:03:13

students think a little outside the box

00:03:16

Hey, the constitution is very easy,

00:03:21

education in the Constitution you can get

00:03:24

from 205 to 214, just do the

00:03:26

great reading but let's think a little

00:03:29

better about some bases of education I

00:03:33

usually say the following for you to climb

00:03:34

a building, right for you to climb a house

00:03:36

you have to have a foundation you have

00:03:38

to have a foundation when you have a

00:03:40

good solid foundation you can After having 10

00:03:43

floors, it's certainly not

00:03:46

going to fall, it's the same thing as knowledge,

00:03:47

when you have a knowledge base

00:03:50

you can then develop many

00:03:53

things, okay Professor, what do you want to

00:03:55

say, I'm not here to talk about

00:03:58

articles 205 to 214 no, I'm here to

00:04:01

do it, you have an

00:04:03

interesting basis for education today, different from

00:04:05

what I did in the last class where I talked

00:04:07

about reserving what is possible, right, I showed

00:04:10

some new things and some said

00:04:11

that I am What the hell is that what you're

00:04:13

doing? It's not, I'm here today

00:04:15

once again to talk about some

00:04:17

interesting aspects In this context, both in the

00:04:20

historical context of the situation as well as

00:04:23

in the context of Education on the basis of

00:04:27

fundamental rights, which is something very

00:04:29

important both for the tests in

00:04:31

general and for us citizens It's

00:04:34

for us who want to know our

00:04:36

rights, look, I'm not like

00:04:39

Fabiana, the slides and my slides

00:04:41

are blank, great, and here we're going to

00:04:43

develop all the reasoning. Ok, if you had

00:04:47

any doubts, Margarida Regiane is

00:04:50

Aunt Ruth's gang, just leave it there It will be an

00:04:53

indescribable satisfaction to respond

00:04:55

to you, but come here with me, please take a

00:04:57

good look, I want you to understand that we

00:05:00

have a very important part in the Constitution

00:05:02

called

00:05:04

fundamental rights. Fundamental rights

00:05:07

are human rights that end up

00:05:12

there in some way

00:05:13

praising our dignity as

00:05:16

human beings reached a point where the

00:05:20

state realized that it was hypocritical,

00:05:21

it guaranteed the right to life but at the

00:05:24

same time it allowed inhumane,

00:05:26

degrading treatments and things that were

00:05:28

completely contrary to the rights

00:05:32

of the human person and then we began to

00:05:34

demand to say No It's not enough for the state to

00:05:37

just ensure life, you have to

00:05:40

protect the dignity of the human person

00:05:42

and that's why the question of fundamental rights comes up

00:05:45

and this will ask me,

00:05:47

look from Fortaleza Pernambuco there, how

00:05:50

wonderful, guys, it's great to always

00:05:52

be here on this channel with you and then

00:05:54

you ask me like this, it does

00:05:58

n't have to do with education education is a

00:06:01

fundamental right and you will realize

00:06:04

after I do this base with you

00:06:06

that from 205 to 214 things will get

00:06:10

much easier for you but first I

00:06:13

want make an introduction, come here

00:06:15

with me, please look carefully, I want

00:06:17

you to understand that

00:06:20

we have a part in the Constitution

00:06:25

called fundamental rights

00:06:29

and personal fundamental rights are

00:06:32

everything that we find from

00:06:35

article five to 17 of our

00:06:38

Constitution, everything that you have from fifth to

00:06:41

17 we have there as

00:06:44

fundamental rights only

00:06:46

fundamental rights I want you to understand

00:06:49

that it is a genus this genus ends up

00:06:53

marking Five species

00:06:56

we have

00:06:58

individual rights here we

00:07:02

have

00:07:06

social rights we have a part known

00:07:10

as nationality

00:07:14

we have

00:07:17

the rights politicians

00:07:21

and we have

00:07:24

political parties So come here with me

00:07:27

please

00:07:29

we already know that

00:07:31

fundamental right is a genre

00:07:33

fundamental right in the Constitution is everything that

00:07:35

has from article five to 17 there you

00:07:39

have the famous individual rights that you have

00:07:42

never heard about the right to life

00:07:43

freedom equality right You have

00:07:46

social rights you have nationality

00:07:49

political right and political party

00:07:51

these Five species they make up what we

00:07:55

call fundamental rights Ok so far

00:07:58

but now come here I already know that

00:08:04

education is a fundamental right but

00:08:08

which of these species Teacher I'm going to

00:08:11

include education, education is a

00:08:14

fundamental individual right, it's a

00:08:17

fundamental social right, it's what

00:08:20

education pays attention to here now,

00:08:22

please, education, it was

00:08:25

included in the Constitution in article

00:08:27

six, article six, it says like this, oh

00:08:29

These are social rights education health

00:08:33

security leisure housing work

00:08:35

Social Security

00:08:37

maternity protection childhood assistance to the

00:08:39

destitute food and transportation

00:08:42

These are the 11 social rights that we

00:08:45

have today in our Constitution so

00:08:47

I already know that

00:08:51

I already know that education

00:08:57

is

00:08:59

a Right,

00:09:04

I already know that education, so Oops for a

00:09:08

minute,

00:09:14

it's personal

00:09:17

Oh, I don't believe it

00:09:19

But come on, let's go, let's go again, I'll go

00:09:21

again, I already know, so

00:09:24

education

00:09:26

is a

00:09:32

fundamental right because this ends up being

00:09:35

the gender But now I know

00:09:38

specifically that education is

00:09:41

part of which species of

00:09:45

fundamental rights is it part

00:09:48

of

00:09:51

social rights because it is there in the sixth article

00:09:55

of our Constitution So come here

00:09:58

I already know that education as a genre is a

00:10:01

fundamental right only the species to which

00:10:04

it was allocated it was

00:10:06

social rights, that is, it is there in the

00:10:09

sixth article, so I know that education is a

00:10:11

fundamental social right of citizens, so far,

00:10:15

look, I really like

00:10:18

participation. So, my friend

00:10:21

Suelane Marisol, he Aparecida, let's

00:10:24

do this here, it's crazy today, I I

00:10:27

'm already with Red Bull here I'm going to go crazy

00:10:28

here now now I'm more on the 220 because

00:10:31

I'm already beautiful,

00:10:33

you know it would be better with education now

00:10:36

come here because now I want to

00:10:37

explain to you a historical context come here I

00:10:40

don't know if you know if They don't know, they will

00:10:42

now learn the fundamental rights

00:10:44

as they were being

00:10:47

created They were being marked with

00:10:50

what we call in law

00:10:53

distinctive signs and at a certain point in

00:10:56

history for a certain

00:10:58

social issue we created the first

00:11:00

fundamental rights Let's mark rights

00:11:03

first generation, some time later, in

00:11:06

another context, for another fight,

00:11:09

other second generation rights come and

00:11:12

so we mark

00:11:13

fundamental rights, you will understand what I'm

00:11:16

trying to see, you want to see what history

00:11:18

tells us, and I'll write this down in a little while

00:11:21

for you. I just want you

00:11:22

to first understand this logic,

00:11:24

history tells us that in the middle of the

00:11:27

18th century, we had the

00:11:29

Absolutist State, an interventionist state,

00:11:31

it was a state that would do so much to the point

00:11:35

of suffocating our rights that today we

00:11:38

sometimes despise, at that time it was a

00:11:41

right unimaginable for any

00:11:43

individual example freedom of expression

00:11:47

today you speak ill of one speak ill of the

00:11:49

president speak ill of the cyclano beltrano

00:11:51

Paulo breaks that time not if you

00:11:54

spoke ill of the state if you spoke

00:11:56

ill of the King and he had that

00:11:57

peaceful day he would cut your language at

00:11:59

least today I have the right to

00:12:02

property I can buy I can

00:12:04

sell I can do this that that

00:12:07

time no you want to buy ask the

00:12:10

state do you want to sell ask the state do you

00:12:12

want to produce DF God and that part of the

00:12:14

production you are entitled to this was

00:12:16

an interventionist state, a state that

00:12:19

invades our lives so much that it

00:12:21

suffocates us,

00:12:22

but then history tells us that the

00:12:25

bourgeoisie had the power of

00:12:28

production in their hands and they were unable to

00:12:30

grow because the state itself blocked

00:12:32

their growth and the bourgeoisie

00:12:34

started to think the following, man, this

00:12:37

interventionist state is out. The only one

00:12:39

who wins here is the state itself, our

00:12:42

citizens, we are always harmed,

00:12:44

you know what, let's break the bank, we are going to

00:12:48

fight now for a liberal state, we

00:12:50

want an abstentionist state, in

00:12:54

short, now it will be

00:12:56

everyone for themselves and God for everyone everyone has to

00:12:59

be Lord of their own destiny And

00:13:01

then the stick starts to break comes the

00:13:03

declaration of Virginia 1776 and history

00:13:06

with the French Revolution of 1789 When

00:13:09

this situation arises the first one comes here

00:13:13

generation of fundamental rights the

00:13:16

first generation of

00:13:18

fundamental rights what does it come for? It comes

00:13:21

precisely with the intention of removing the

00:13:24

state, the state that was absolutist

00:13:26

So let me build an idea with

00:13:28

you here come here look here so when

00:13:31

I talk about this evolution

00:13:36

when I talk so from this evolution

00:13:41

of fundamental rights

00:13:46

I have to first here then

00:13:47

understand that the first generation of these

00:13:51

rights comes there basically

00:13:56

What is the French revolution

00:13:59

this state here is called

00:14:02

a liberal state or

00:14:09

And then the test will ask what are the

00:14:12

rights of first generation

00:14:14

are civil rights also known

00:14:17

as individual

00:14:21

and political rights come here with me

00:14:24

please

00:14:26

so I already know that the first generation

00:14:27

comes with the French Revolution it was

00:14:30

indignation towards the absolutist state

00:14:33

which was this state that suffocated I

00:14:34

wanted a state that If each one were

00:14:36

possible, God was for all and then you

00:14:38

ask me what are the

00:14:40

first generation rights civil rights that

00:14:43

I can understand as

00:14:45

individual rights the famous rights of the

00:14:47

fifth article life freedom equality

00:14:49

legal security property and

00:14:52

political rights I was tired of

00:14:54

hereditary government I want the

00:14:56

ability to vote and be voted,

00:14:59

now you will understand the reason for this

00:15:00

story so I can get to education and then

00:15:03

I will show you a situation that I

00:15:04

think sometimes you have never even seen And

00:15:06

then this first generation came along and So

00:15:09

the first generation keeps this here

00:15:11

now deep in its heart,

00:15:13

the first generation is marked as the

00:15:17

generation of negative freedoms,

00:15:19

negative rights, defense rights,

00:15:23

Professor, in short, I'm not really into the

00:15:25

law, what are

00:15:27

negative freedoms, I can't do for the State, I

00:15:31

it was leaving an interventionist absolutist state

00:15:32

that suffocated And

00:15:35

moving towards an absionist state,

00:15:36

each man for himself and God for all So the

00:15:39

first generation the intention was to keep the

00:15:43

state away, he is the only dog that comes here

00:15:45

first generation so it is marked

00:15:49

as the generation of

00:15:52

negative freedoms

00:15:56

that I can also call

00:16:00

negative rights

00:16:03

or

00:16:06

rights of defense

00:16:09

when I talk about negative freedoms

00:16:12

negative rights or rights of defense

00:16:15

I'm referring here to what I

00:16:18

'm referring to here is the following,

00:16:19

this is basically not doing

00:16:26

for State, that's why the first generation

00:16:29

of fundamental rights is

00:16:31

marked as the generation of Freedom

00:16:49

State, so come on, I had

00:16:53

an interventionist absolutist state

00:16:55

that was going to do so much to the point of suffocating, here

00:16:58

comes the abstentionist liberal state, each

00:17:01

one for himself, God for all, a state of

00:17:04

negative freedoms, a state to stop

00:17:07

tormenting,

00:17:08

you understand, now I'm going to get into the

00:17:11

crucial point that we now interested in

00:17:14

education In this historical context

00:17:17

when the State does too much absolutism

00:17:20

it suffocates when the state does nothing

00:17:24

ABS pensioner there is another problem

00:17:27

whether or not the state has always been

00:17:30

the point of balance when

00:17:32

the state fails to do anything, there

00:17:35

will undoubtedly be a prevalence of the Strong

00:17:37

to the detriment of the weak the rich will step

00:17:40

on the neck of the poor The employer will

00:17:42

enslave the employee the strong will

00:17:45

prevail the weak So the first

00:17:47

generation was important because it

00:17:49

freed us from this state But at the same

00:17:52

time it brought a lot of inequality it

00:17:55

brought a lot of inequality In this context

00:17:58

of the Strong, the weak prevail After all, the

00:18:01

state, which is the point of balance,

00:18:02

will not intervene, but

00:18:04

then history comes again and

00:18:06

shows us the following

00:18:08

guy

00:18:09

Absolutist State was not good, this

00:18:13

abstentionist is also no good

00:18:15

here, right? Then what happens

00:18:19

we start to think like this, you know what

00:18:22

would be good, what would be good would be a

00:18:25

social state, what would be good would be a

00:18:27

welfare state, then they asked

00:18:31

people what a social state is,

00:18:34

then people respond, I can't have one.

00:18:38

state that does so much to the point of abusing

00:18:40

like an absolutist but I also

00:18:43

cannot have a state that does nothing

00:18:44

like a stationary one, I need a

00:18:48

middle ground and then came the first

00:18:50

industrial revolution known as the

00:18:52

Steam Engine Revolution and there we

00:18:55

inaugurated this social state for us

00:18:58

here in law the second generation

00:19:01

of fundamental rights appears now the bug

00:19:06

catches because now comes education

00:19:08

look here everyone here again

00:19:11

I know that education is a

00:19:14

fundamental right but fundamental right is a

00:19:19

genre but now I already I know that in

00:19:22

Which species do I fit education, the

00:19:25

species is the species of social rights, why

00:19:27

am I doing this context

00:19:30

of this evolution because now you will

00:19:32

understand in history where the

00:19:35

social right comes in, I mean

00:19:38

with the Industrial Revolution, then

00:19:42

with the Industrial Revolution

00:19:46

arises here

00:19:49

the so-called

00:19:53

welfare state or some will call it the

00:19:57

social state but come here with me

00:19:59

now

00:20:01

Professor first generation are

00:20:05

individual civil rights and

00:20:08

political rights which are two types of

00:20:10

fundamental rights that I spoke about at the

00:20:12

beginning in the second generation what are the

00:20:16

second generation rights, now comes education, do you

00:20:19

want to see the second generation rights,

00:20:21

these are

00:20:24

the second generation rights, the social rights,

00:20:29

the economic rights

00:20:33

and the cultural rights, so

00:20:38

if in your test he asks you guys,

00:20:41

what are the second generation rights? generation,

00:20:45

social, economic and cultural, wait,

00:20:49

a little while ago I told you

00:20:52

that education is a fundamental right,

00:20:54

but what is a fundamental social right?

00:21:02

be

00:21:05

a fundamental social right

00:21:08

second generation right I want to talk about my brother

00:21:11

this guy is a monster man the guy knows

00:21:14

the evolution of fundamental rights that's

00:21:17

what I want to make you understand

00:21:19

think a little outside the box

00:21:21

understand a little beyond the others but

00:21:25

Now look at this, the

00:21:26

first generation was the generation of

00:21:29

negative freedoms. I told you

00:21:32

that negative freedom is what not to do

00:21:35

for the State. I want the state not

00:21:38

to create an abstentionist state in the second

00:21:41

generation. I change in the second generation. I

00:21:44

am faced with positive freedoms.

00:21:47

Some They call them positive rights,

00:21:49

others the right to provide them.

00:21:52

Negative freedom is when the state does not

00:21:55

do it. Positive freedom is when the state

00:21:58

does it. Wait,

00:22:01

education is a social right.

00:22:04

Social right is a second right. In the

00:22:07

second generation, the State is faced with

00:22:10

positive freedom. means that the

00:22:12

State has to implement the State has to

00:22:14

implement so understand because

00:22:17

education is a fundamental

00:22:20

social right the state is obliged to implement

00:22:23

education that is why when you look at

00:22:25

the education part now and the

00:22:28

progressive universalization because the

00:22:31

State has to do the State has to

00:22:33

act now you know because the history

00:22:35

of this you know that the state is obliged

00:22:37

to do this because this is a

00:22:39

second generation fundamental right and in the

00:22:42

second generation we understand that the

00:22:44

state was obliged to start doing the

00:22:46

your homework I don't want a state

00:22:49

that doesn't do anything I don't want a state

00:22:51

that does it to the point of suffocation But I don't

00:22:53

want a state that fails to assume

00:22:55

its primary obligations, such as

00:22:58

education So come here,

00:23:00

I know that the second generation comes with the

00:23:02

Industrial Revolution, inaugurated here a

00:23:05

social welfare state,

00:23:08

second generation rights are

00:23:09

social, economic and cultural within

00:23:12

social rights, here I have who,

00:23:15

among many others, education,

00:23:19

second generation rights,

00:23:21

they are marked

00:23:26

by positive freedoms,

00:23:30

positive rights

00:23:34

or

00:23:36

rights

00:23:38

of provision

00:23:41

then positive freedoms

00:23:44

positive rights or provision rights is what

00:23:47

marks the second generation and when I

00:23:50

talk about positive rights

00:23:53

positive freedoms this here I demand action

00:24:00

from the State the State has to act in

00:24:04

order to implement this here that is

00:24:06

why the second generation rights

00:24:09

they are marked as equality rights

00:24:15

look here come here Maria Benedita leaves

00:24:18

class for us to review they will leave it

00:24:19

like this ok it will be recorded

00:24:21

because I look like a machine it's not 220

00:24:24

right And then I'll leave everything here later

00:24:26

you can review as many times as you want, you

00:24:28

can ask questions with me, I'm as

00:24:31

accessible as the party, right, I call her

00:24:33

Fabiana because I was raised with

00:24:36

Fabiana, not Fabiana, it's like

00:24:37

a sister, right, Fabiana, who does pedagogy, is

00:24:41

the queen of pedagogy, she's like

00:24:43

my sister, it's not so much that

00:24:44

my sister is older, right? She's

00:24:48

Fabiana, she's my nephew's godmother, so

00:24:50

everything is here at home and now that she's

00:24:53

putting the constitution here, she's

00:24:54

calling me for these lives, right? I'm a

00:24:57

teacher and sometimes older than her,

00:24:58

and she's only now that she came to call me

00:25:00

here to be with you. You see what

00:25:02

sister is there at Disney at this time? Look, you

00:25:04

can look at her social network, she

00:25:06

gives herself up, right, but no. She deserves everything

00:25:09

she's getting, she's great, she's

00:25:11

fantastic But come on, there

00:25:13

were any doubts, let me stop and we

00:25:16

're here for you and for you

00:25:18

Alright, so come here, I'll recap,

00:25:23

education is a fundamental right,

00:25:26

but when I say

00:25:27

fundamental right, it's gender, but education

00:25:31

was included in one of the species,

00:25:33

which is the species social right in the

00:25:36

evolution of fundamental rights,

00:25:39

education as a social right, it

00:25:41

emerged when in the second generation, when

00:25:44

I began to realize that the state

00:25:46

needed to act that the state needed to

00:25:48

do So understand from time to time if

00:25:51

you take a more complex test he

00:25:52

says look at education or social rights

00:25:56

because they are marked by

00:25:58

negative personal freedoms

00:26:02

if today the state has the obligation to

00:26:05

provide education sometimes it's a shame,

00:26:08

imagine if it wasn't obliged

00:26:10

so education, as it is a social right, a

00:26:12

second generation right, is not marked

00:26:15

by negative freedom.

00:26:17

Negative freedom is when the state does not need

00:26:18

to do education, it is marked by

00:26:21

positive freedom. It is when it needs to be done. It is

00:26:24

when the state needs to act.

00:26:28

a detail

00:26:30

equality

00:26:32

be careful sometimes if one day you went to

00:26:35

face some test that involves a

00:26:36

little more constitutional and he asks you

00:26:39

Clara edilania Edith equality arises

00:26:45

which generation asks naughty you know

00:26:48

why Célio for the following reason You

00:26:51

have two types of equality you there is

00:26:54

formal equality and you have material equality

00:26:58

formal equality I call it

00:27:00

hypocritical equality and when I come to you there

00:27:03

in the fifth article I say Look people

00:27:06

are all equal before the law, what's the

00:27:08

point of being equal before the law and being

00:27:11

treated on a daily basis? in a

00:27:12

different way no one wants sorry the

00:27:16

[ __ ] term of formal equality not equality

00:27:18

forming hypocritical equality we want

00:27:20

material equality material equality is

00:27:23

the one that comes from Aristotle when

00:27:25

he said equality is treating equals as

00:27:27

equals and the unequal in the measure of their

00:27:30

inequality there is no point in saying that We are

00:27:32

equal before the law and on a daily basis, without

00:27:35

showing it differently, what we

00:27:37

need is material equality and then

00:27:40

look at what I'm getting at, come here

00:27:42

if he asks, guys,

00:27:45

formal equality is stupid, as I

00:27:49

said, it appears when it appears. In the

00:27:54

first generation, now guys,

00:27:58

material equality is what we

00:28:01

need to implement things,

00:28:02

it appears when in the second generation,

00:28:06

then, everything is tested, everything is

00:28:10

tested, everything has to be specified.

00:28:19

and not discriminating

00:28:23

appears when you mark second because the

00:28:27

equality that we always seek and

00:28:29

will always seek is not

00:28:30

merely formal equality it is material equality it is

00:28:34

when you treat the unequal to the extent

00:28:36

of its inequality it is when you

00:28:38

provide a special child with a

00:28:41

study condition It's when you, in a

00:28:45

public competition, grant vacancies for

00:28:48

one situation or another, so that's

00:28:50

precisely when you implement this

00:28:53

situation. There's

00:28:55

a way.

00:29:01

sad or

00:29:03

flattered because Enéas is a genius, right? It

00:29:05

was one of the guys there like the

00:29:07

vote Before this social network phenomenon,

00:29:10

right, in the Chamber of Deputies, but I don't know

00:29:12

if I'll be happy, I think it was a

00:29:14

compliment, right, but very well, come here Guys,

00:29:18

look, it's just us, I'm the only one here

00:29:20

drinking Red Bull, so let's build

00:29:22

a line of reasoning here, come on, I

00:29:25

'm talking about

00:29:28

education,

00:29:30

I know that education

00:29:33

is a fundamental right, now

00:29:37

I know that education is

00:29:40

part of

00:29:44

social rights

00:29:47

more precisely within article 6 of

00:29:51

our Constitution, I already know that

00:29:56

social rights

00:29:58

as well as education

00:30:00

are second generation rights in the

00:30:06

evolution of fundamental rights and I

00:30:09

know that because they are second generation rights

00:30:14

they are marked here

00:30:17

by positive freedoms, that

00:30:24

is, that is

00:30:33

action

00:30:39

on the part

00:30:43

of the State is necessary for them to be

00:30:46

implemented and I also know that it is

00:30:50

in the second generation

00:30:53

that material equality gains prominence here. In other

00:31:00

words, it is through

00:31:04

material equality that we implement

00:31:12

affirmative actions,

00:31:14

that is,

00:31:16

actions developed by the State, right,

00:31:18

precisely seeking

00:31:24

to correct

00:31:35

historical problems, come here,

00:31:40

you understand that

00:31:42

in the historical context of Brazil,

00:31:44

education has always been paramount, but for

00:31:46

us, it wasn't, now, over time,

00:31:50

some situations are developed to

00:31:53

try to resolve this, for example, the

00:31:54

creation of the LDB is a situation in which

00:31:58

you try to solve a

00:31:59

historical problem of the country or not, that's where

00:32:02

I get this whole basis from here,

00:32:05

I just talked about a right that comes

00:32:07

from the second generation of

00:32:10

fundamental rights. See, you can

00:32:11

build a line of reasoning

00:32:13

can you think a little outside of just

00:32:15

article 205 to 214, everyone knows, just

00:32:18

read the constitution, I want to make you

00:32:19

understand a little further, there was a friend who

00:32:22

asked, available in PDF,

00:32:24

the slides won't be here, but

00:32:27

available in PDF, no, because here I I'm

00:32:30

creating a specific reasoning for

00:32:32

it in education, I can have it in

00:32:34

PDF there in fundamental rights as a

00:32:36

whole, okay my friend, I don't

00:32:38

remember your name but here

00:32:40

specifically, not here specifically, it

00:32:42

will only be for the Education area, here

00:32:45

you can build this reasoning

00:32:47

based on the slides that I'm going to leave here,

00:32:49

okay Ricardão Thank you, let's go,

00:32:53

come here, everyone,

00:32:55

this line of

00:32:57

reasoning is clear to you, come on, I want to

00:32:59

wait there, wonderful class, thank you, I

00:33:02

really appreciate it, so sorry, sorry, come on

00:33:04

So, until this

00:33:08

line of reasoning became clear, when I talk about the

00:33:10

basis of education, it is precisely this

00:33:13

historical notion, this basis of

00:33:15

fundamental rights. Man, we have to start

00:33:17

understanding, right, that education is

00:33:20

primordial, it is a fundamental right, the lack

00:33:23

of education and

00:33:24

dignity of the human person, right, a

00:33:27

person without a school, a person without a

00:33:29

quality education is something that is completely

00:33:32

harmful to the rights of the human person and

00:33:34

now I know that it is important

00:33:36

to implement this because I know that

00:33:38

education is a fundamental right Look at the

00:33:41

people of Mato Grosso It's very cool,

00:33:42

so I'm satisfied, you're enjoying it,

00:33:44

just those who come here, I want a little

00:33:46

more, let me see how much time I have

00:33:48

here, I talk too much, you've already noticed, right, I

00:33:50

talk a lot, right?

00:33:58

That's right, social rights are a

00:34:00

kind of fundamental right, but did

00:34:03

you know that fundamental rights

00:34:05

and now I know that education is a

00:34:08

fundamental right has some

00:34:09

characteristics that are striking, let's

00:34:12

see a little about this story and find out

00:34:13

how we are going to develop this here

00:34:15

in the education part, come here with me, please,

00:34:19

I want you to understand that

00:34:24

fundamental rights

00:34:27

And then the Education part comes in,

00:34:31

it has some of its own characteristics,

00:34:33

some striking characteristics and here

00:34:37

I want to highlight some of this first

00:34:39

class with you, do you want to see the first

00:34:41

characteristic important of fundamental rights

00:34:49

universality

00:34:53

oops

00:34:54

come here

00:34:56

look how when you have a base

00:34:59

you can develop a lot when

00:35:02

article 205 starts talking about education

00:35:04

it says education is a right what

00:35:06

I heard from here you are too sharp it is

00:35:10

a right for everyone education is

00:35:13

everyone's right Oh wait,

00:35:16

education is a fundamental right one of the

00:35:20

characteristics of fundamental rights is

00:35:21

what universality everyone has

00:35:25

fundamental rights I don't care

00:35:26

if you are rich poor black white man

00:35:29

or woman the rule is that everyone enjoys

00:35:32

rights fundamental seduction is a

00:35:35

fundamental social right, whatever I

00:35:37

know it is universal,

00:35:40

everyone then has the right to

00:35:43

education because as it is a

00:35:45

fundamental right it needs to be Universal, I

00:35:49

'm trying because the chat here

00:35:50

is booming, I love it

00:35:53

on this topic Yes, I really like

00:35:55

mind maps, if someone watches

00:35:57

my classes, right in the teaching room or

00:36:00

oh, I'm ready to do mine, move the track here

00:36:03

Wow guys, I'm 80 people short

00:36:07

of reaching 6 thousand subscribers on my

00:36:09

YouTube channel, look at Fabiana was the person

00:36:11

who made me create a YouTube channel. It's

00:36:14

because of Fabiana that I have a

00:36:15

YouTube channel, right, and I'm always

00:36:18

posting videos to you, right, weekly? So

00:36:21

whoever can subscribe to my

00:36:23

YouTube channel, I'll be

00:36:24

very happy. If you have any questions, you can

00:36:27

ask me on social media. I'm a

00:36:29

Professor Orlando Júnior, so

00:36:31

sign up there and I'll certainly

00:36:33

talk a lot about education there,

00:36:36

and obviously I'm there advising

00:36:39

you on whatever you need, so please

00:36:42

do that there. my channel Professor

00:36:44

Orlando Júnior beauty and There are a lot of

00:36:46

things there she develops several

00:36:48

mental maps also beauty and then here comes a

00:36:51

fundamental universal right everyone

00:36:54

has Beauty so that's where I get

00:36:57

education it's a right for everyone because I'm

00:37:01

going to ensure the progressive

00:37:03

universalization of education comes from this

00:37:06

base, I'm giving you a base so that

00:37:08

you understand education

00:37:10

in its essence more and more Beauty, now come here,

00:37:14

second interesting feature, look

00:37:18

here,

00:37:25

competition, competition, come here, go

00:37:28

south, fundamental rights

00:37:31

are competing with each other, look how

00:37:33

much law is a strange science

00:37:37

when you take the

00:37:39

term competition competition from the idea

00:37:42

that competition is not we are

00:37:44

competing here Not in

00:37:48

fundamental law competition It has to give

00:37:51

you the idea of concomitance the idea of

00:37:54

simultaneity Did you know when I I'm talking about

00:37:58

competition of fundamental rights, it

00:38:00

means that we can use several

00:38:02

rights at the same time, in other words, it's not

00:38:04

because I'm using

00:38:06

my freedom of expression here now, my

00:38:08

right of office, right? It's my right

00:38:11

today to digital media that I won't be

00:38:14

able to use in a little while about my

00:38:15

movement, intimacy, private life So,

00:38:17

because education is a

00:38:22

fundamental right, it doesn't prevent

00:38:24

you from enjoying other rights at the same time, right

00:38:27

there, at the same time, man, inside a

00:38:30

school, I can make you try to

00:38:32

implement other situations Of course,

00:38:34

because the management are competing,

00:38:36

you can use several at the same time and it is

00:38:39

even interesting to use several at the

00:38:41

same time so that

00:38:43

their implementation achieves Plenitude, so Oh,

00:38:46

I already know that the fundamental right is

00:38:48

universal, everyone has it, I already know that the

00:38:52

fundamental rights are

00:38:53

competitive and the competition here

00:38:55

cannot give an idea of competition the competition

00:38:58

here has to give an idea of concomitance

00:39:00

of simultaneity I can use several at the

00:39:03

same time come for one more here

00:39:13

complementarity another

00:39:15

characteristic that we have

00:39:18

is complementarity you know what

00:39:22

this and this is It's just that it's too important

00:39:24

sometimes if you don't already have good

00:39:27

practice and the constitutional I'm

00:39:29

here to teach you I repeat a thousand times

00:39:31

that I need it, there's no problem

00:39:33

complementarity is the following, you

00:39:36

can't interpret a

00:39:39

fundamental right in isolation You you always

00:39:41

have to implement

00:39:44

the whole work, I'll give you an

00:39:47

example here, a little outside of education,

00:39:49

but I think it involves the

00:39:51

Educational issue a little because it involves

00:39:52

family,

00:39:53

when you take the fifth article of

00:39:55

our Constitution there is a point that it

00:39:57

says very well like this Look, people,

00:40:00

freedom of scientific artistic expression is guaranteed,

00:40:01

she talks like this, regardless

00:40:04

of censorship or license,

00:40:09

freedom of intellectual scientific artistic expression is free,

00:40:13

independent of censorship or license, if I

00:40:17

interpreted it and if I were isolated, I would

00:40:19

come to what conclusion would I make? I

00:40:21

want it when I want it, the way

00:40:23

I want it, there is no censorship or license, but

00:40:25

whenever you interpret

00:40:28

fundamental law or a

00:40:30

constitutional norm, interpret the whole,

00:40:33

interpret the entire work, I will give you

00:40:36

an example of what I said It's in the

00:40:38

fifth article When you go to 226

00:40:40

he talks about family and among other

00:40:43

things he talks about the issue of family

00:40:45

that the activities of, for example, a

00:40:47

broadcaster, they must adapt the

00:40:51

programming to the time and still

00:40:53

make the age rating program

00:40:55

not recommended for this age now comes here

00:40:58

visibly here

00:41:02

freedom of expression came into conflict Independent of

00:41:04

censorship license and this

00:41:06

family issue But in this conflict here

00:41:08

specifically who ended up having to

00:41:10

prevail the family we understand that

00:41:13

it is better in this context to preserve the

00:41:15

family community than of

00:41:17

freedom of expression now why did

00:41:19

I come to this reasoning why did

00:41:22

I come to this conclusion because I did

00:41:23

not interpret the norm in a way I

00:41:26

interpreted the whole of it so

00:41:29

whenever you went to interpret a

00:41:32

fundamental right Including education,

00:41:34

interpret the whole As Sometimes here you

00:41:37

will have a situation but there

00:41:39

comes an exception, right? For example,

00:41:42

religious education, we know that

00:41:45

religious education, right, it ends up being optional

00:41:48

and the Supreme Court has already judged, right, the possibility

00:41:50

of the supreme understanding what was

00:41:51

constitutional, right? with a

00:41:55

specific religion it is not now because the

00:41:58

Supreme Court understood this because

00:41:59

it interpreted the issue as a whole it did

00:42:01

not analyze a situation in

00:42:03

isolation Ah because we are a secular state

00:42:06

Label not make article 19 item

00:42:08

1 is I cannot because of this

00:42:10

type of situation So whenever you are going to

00:42:12

interpret something In this

00:42:13

constitutional context, interpret the set,

00:42:16

we call it complementarity,

00:42:19

Beauty, I'm so happy, spreadsheet that

00:42:22

you like, okay, we're always

00:42:25

here, let's do this, now there's one here that's

00:42:29

the icing on the cake. This is the icing

00:42:34

on the cake. I I'm not going to

00:42:36

put it in the context of education at first,

00:42:39

then I'll fit it in, but you

00:42:41

really need to understand this here if you want to

00:42:43

understand a little bit about some points, as

00:42:46

you hear on television out there, you know,

00:42:49

about some decisions made by the Supreme Court and we

00:42:51

know that the current situation is always in

00:42:53

tests too, right, it's important to know all of

00:42:55

this.

00:42:56

In my opinion, I'm talking about as a

00:42:59

test, a characteristic that you have

00:43:02

to be careful with, this one, you want to see, come

00:43:04

here,

00:43:07

relativity

00:43:11

or

00:43:16

limitability,

00:43:18

relativity or limitability,

00:43:25

I have a fundamental right, yes, but

00:43:28

you have to understand that your right

00:43:29

is always relative it is always

00:43:32

limited it is the Supreme he says that we do

00:43:36

not generally have absolute fundamental rights

00:43:39

now here I want

00:43:42

you to understand too much and if you don't understand

00:43:44

leave it in the chat and I will explain it 10

00:43:46

times but come on,

00:43:48

one of the characteristics of

00:43:50

fundamental rights is that they are

00:43:52

relative, they are limited, in other words,

00:43:55

we do not have absolute fundamental rights,

00:43:57

but my friend Maria, who

00:44:01

is praising my class, so in

00:44:03

honor of her, asks me,

00:44:05

teacher, what it is an

00:44:07

absolute right absolute right is an

00:44:11

intangible right is an untouchable right if I

00:44:14

say that your right is absolute

00:44:16

no one can mess with it you will see

00:44:19

that in a little while I will get to education

00:44:20

with this here

00:44:22

absolute right is a right is an

00:44:25

untouchable right there is no exception except

00:44:28

that you come here, people,

00:44:30

you have an absolute right, it means denying the

00:44:34

existence of other rights,

00:44:36

having an absolute right often means the

00:44:39

legal existence of other

00:44:41

rights, I don't understand

00:44:44

our Constitution says it like this, I'm not going to

00:44:46

take it to education, now the

00:44:49

right to property is guaranteed, it's just one right

00:44:52

Look how interesting this is, come here,

00:44:54

want to see quickly the same

00:44:56

constitution

00:44:57

that says that I have the right to

00:45:00

property

00:45:02

is the same one that says that property

00:45:05

has to fulfill its social function and the

00:45:09

same one that says that in the case of imminent

00:45:11

public danger the authority can use

00:45:13

my property, the request is the same one

00:45:16

that says that in case of

00:45:18

public need, public utility or

00:45:21

social interest, I can suffer

00:45:23

expropriation. Come here,

00:45:27

I have

00:45:28

it.

00:45:31

I'm

00:45:33

here whenever it's time, property is a

00:45:37

fundamental right, but if I say that

00:45:40

property is an absolute right, I

00:45:42

wouldn't have expropriation, I wouldn't have

00:45:44

requisitions, I would be able to do what

00:45:46

I want, I would be able to plant marijuana there, I'm

00:45:48

even on the right and no one could say

00:45:49

anything because my property is an

00:45:51

absolute right. Understand that you have a

00:45:54

fundamental right, just like

00:45:56

education does, but this right is

00:45:58

relative. It is a limited right. It

00:46:00

means that it is always possible for this

00:46:03

right to suffer some kind of exception.

00:46:05

elementary nor the most

00:46:09

primordial within all the

00:46:11

fundamental rights that life nor it is an

00:46:13

Absolute right as a rule I do not have the

00:46:16

death penalty but the fifth article says

00:46:18

in case of declared war this is

00:46:21

possible so even all powerful and

00:46:23

equal irreplaceable right to life

00:46:25

is a relative right, it means that it is

00:46:28

always possible that sometimes some

00:46:30

kind of exception comes to him,

00:46:32

so when I say that the right is that

00:46:35

the right to education is a

00:46:37

fundamental right, I know that it is an

00:46:39

important right, but it is a relative right,

00:46:41

it is an unlimited right, right, because

00:46:44

my son has to study and such a school,

00:46:45

don't wait,

00:46:47

I'm telling you that I'm going to try to

00:46:48

prioritize the people who are

00:46:50

close by, but I know that the right to

00:46:52

education is your fundamental right,

00:46:54

but it's not absolute, my dear, right, you

00:46:56

arrived late, you slept on time, the

00:46:58

right thing doesn't just happen when they sleep.

00:47:00

So you see how Through this here

00:47:02

you can contextualize things

00:47:04

inherent to education, so I already know that Wow,

00:47:09

thank you, Vitória, thank you,

00:47:13

yes, it's 558 people and I only get 72 likes, it's

00:47:16

because I'm ugly, it's because I look like

00:47:18

Enéias, it's not like my friend told me at

00:47:19

that time, or because of my

00:47:21

handwriting, you know, look, I have a serious problem

00:47:23

with my handwriting, I think it's because

00:47:24

I have trauma I had an aunt who was

00:47:26

my calligraphy person, I was never

00:47:27

beaten by my mother and father, but

00:47:28

she was a total jerk to my brother, right?

00:47:34

marked, you know, I've

00:47:39

even sought therapy, that's why a student once

00:47:40

in a room in DF said well,

00:47:42

teacher, I think your handwriting doesn't look

00:47:44

good, not even in Word.

00:47:49

man, your

00:47:53

handwriting doesn't look nice even in Word, man,

00:47:55

that hurt me so much, you know, I still

00:47:57

suffer from this to this day, so sometimes it must be

00:47:59

because my handwriting doesn't look nice in

00:48:01

Word, you're not giving me the

00:48:03

likes I'm due, kidding guys, but

00:48:05

look well, look here, I'm not going to go on

00:48:08

too long, I'm almost done with

00:48:09

today's Live, but look here because we're

00:48:11

going to do a general recap, let's go

00:48:15

back here on the slides, want to see,

00:48:17

look, we already know that education is a

00:48:21

fundamental right, but what a

00:48:23

fundamental right it is gender So it had to

00:48:25

enter into some species and the

00:48:28

species in which we rented education was

00:48:30

in the species of social rights and

00:48:34

then it enters the sixth article and then

00:48:36

talking about the evolution of

00:48:39

fundamental rights We learned that

00:48:41

social rights are a right. a

00:48:43

second generation right and that the second

00:48:45

generation

00:48:46

is marked by positive freedoms. In other

00:48:49

words, I don't want a state that doesn't do it,

00:48:51

I want a state that does it. That's why

00:48:54

today our state has an obligation to

00:48:56

implement education, precisely

00:48:58

because being a Second right is

00:49:01

marked by positive freedoms, I already

00:49:04

know that in the second generation that

00:49:08

material equality emerges and

00:49:09

material equality is precisely treating the unequal

00:49:12

to the extent of their inequality and for me to

00:49:15

do that I need

00:49:17

affirmative actions, I need

00:49:19

public policies of the state to try to correct

00:49:22

historical problems that's why

00:49:25

over time we are

00:49:27

always trying to improve the legislation

00:49:29

inherent to education and to finish I

00:49:33

told you that

00:49:35

fundamental rights And then education comes in, it

00:49:38

has some characteristics and I didn't

00:49:40

put them all but I put some

00:49:42

emblematic ones in the context of education,

00:49:44

such as universality, everyone has

00:49:48

competition, that I can use education

00:49:50

in other rights, at the same time,

00:49:53

complementarity, that I cannot

00:49:55

interpret this in an isolated way,

00:49:57

I have to interpret the whole of

00:49:59

this situation and relativity or

00:50:03

limitability where we understand that

00:50:05

fundamental rights, including

00:50:07

education, although they are

00:50:09

essential rights for the dignity of the

00:50:11

human person, are not absolute, it means that it is

00:50:14

always possible for this right to

00:50:17

suffer some type of exception And so, come here

00:50:21

guys,

00:50:22

this way I wanted to show you some of the

00:50:25

bases of education I I'm sure that

00:50:28

when you saw this story about the foundations

00:50:30

of education you thought I was going to start

00:50:31

talking about articles 205 to 214, I'm still going to

00:50:34

talk about them with you, do

00:50:36

n't worry, but I wanted to, before going into these

00:50:39

articles, in other lives that we will

00:50:41

do here show you bases show you

00:50:43

where education comes from in the

00:50:45

historical context show you why today we

00:50:47

have an obligation to implement Why

00:50:49

sometimes we are also not

00:50:50

obliged to do everything because it

00:50:52

is not a person because it is a fundamental right

00:50:54

it it is a relative fundamental right

00:50:56

it has exceptions And then I needed

00:50:59

to show you these details so

00:51:02

that you could think a little

00:51:04

beyond that context 205 to 200-14 of the

00:51:08

Constitution, I hope you

00:51:12

enjoyed this Live, it was a

00:51:14

huge satisfaction, right? Today was a

00:51:16

very exhausting day here for the teacher

00:51:19

specifically But I always try to do

00:51:21

my best because you deserve my

00:51:24

best you deserve our best here

00:51:26

it's not because knowing that you are there

00:51:28

giving up time with your family with

00:51:30

children leaves the people do something

00:51:31

to be learning In my opinion,

00:51:34

for me at least it's a joy, so I

00:51:35

really appreciate everyone's presence,

00:51:38

every like again, I want to see the

00:51:40

YouTuber too, just like you, don't you, so

00:51:42

go on my YouTube channel, go there on

00:51:45

my Instagram there Professor

00:51:46

Orlando Júnior subscribes to my

00:51:49

channel Follow me there on Instagram I'm always

00:51:51

posting new content,

00:51:53

quality content always has to be as

00:51:55

accessible as possible, right? I usually talk and

00:51:58

I talk thinking about this person here Fabiana

00:52:00

who To build an empire you don't

00:52:03

need to know because pride

00:52:06

perceives ruin you need to have

00:52:07

humility and that's why I'm always so

00:52:10

flattered to be here because the

00:52:12

family is one of the most humble people I

00:52:14

know in life, that's why it deserves everything it deserves.

00:52:16

Thank you very much, may God

00:52:18

bless your lives, success in the

00:52:20

contest, don't forget

00:52:22

that our goal here has always

00:52:24

been and always will be your approval, a

00:52:27

big hug, thanks guys, stick it to her

00:52:29

baby uh

Description:

Nesta aula o professor Orlando Júnior irá abordar todos os conceitos que fazem parte dos princípios constitucionais da educação. ------------------------------------------------------------------------------------------------------------------------------------------------------- 🟢 Entre nos nossos grupos do WhatsApp: https://sendflow.pro/i/xchvbpd9zk4trb7ik2s1 🔵 Entre para o nosso canal do Telegram: https://t.me/joinchat/AAAAAEin8-7HJSPwXLsTPw -------------------------------------------------------------------------------------------------------------------- SIGA O PEDAGOGIA PARA CONCURSO ► Facebook: https://www.facebook.com/unsupportedbrowser ► Instagram: https://www.facebook.com/unsupportedbrowser ► YouTube: https://www.youtube.com/PedagogiaparaConcurso?sub_confirmation=1 SIGA O PROFESSOR ORLANDO JUNIOR ► Instagram: https://www.facebook.com/unsupportedbrowser ► Youtube: https://www.youtube.com/@ProfessorOrlandoJr PARA SABER MAIS SOBRE O PEDAGOGIA PARA CONCURSO, ACESSE: ► Site: https://pedagogiaparaconcurso.com.br/ --------------------------------------------------------------------------------------------------------------------

Preparing download options

Popular

HD video

Only sound

All

* — If the video is playing in a new tab, go to it, then right-click on the video and select "Save video as..."

** — Link intended for online playback in specialized players

Questions about downloading video

How can I download "Aula 1: As Bases Constitucionais da Educação com o Prof Orlando Junior | Pedagogia para Concurso" video?

http://unidownloader.com/ website is the best way to download a video or a separate audio track if you want to do without installing programs and extensions.
The UDL Helper extension is a convenient button that is seamlessly integrated into YouTube, Instagram and OK.ru sites for fast content download.
UDL Client program (for Windows) is the most powerful solution that supports more than 900 websites, social networks and video hosting sites, as well as any video quality that is available in the source.
UDL Lite is a really convenient way to access a website from your mobile device. With its help, you can easily download videos directly to your smartphone.

Which format of "Aula 1: As Bases Constitucionais da Educação com o Prof Orlando Junior | Pedagogia para Concurso" video should I choose?

The best quality formats are FullHD (1080p), 2K (1440p), 4K (2160p) and 8K (4320p). The higher the resolution of your screen, the higher the video quality should be. However, there are other factors to consider: download speed, amount of free space, and device performance during playback.

Why does my computer freeze when loading a "Aula 1: As Bases Constitucionais da Educação com o Prof Orlando Junior | Pedagogia para Concurso" video?

The browser/computer should not freeze completely! If this happens, please report it with a link to the video. Sometimes videos cannot be downloaded directly in a suitable format, so we have added the ability to convert the file to the desired format. In some cases, this process may actively use computer resources.

How can I download "Aula 1: As Bases Constitucionais da Educação com o Prof Orlando Junior | Pedagogia para Concurso" video to my phone?

You can download a video to your smartphone using the website or the PWA application UDL Lite. It is also possible to send a download link via QR code using the UDL Helper extension.

How can I download an audio track (music) to MP3 "Aula 1: As Bases Constitucionais da Educação com o Prof Orlando Junior | Pedagogia para Concurso"?

The most convenient way is to use the UDL Client program, which supports converting video to MP3 format. In some cases, MP3 can also be downloaded through the UDL Helper extension.

How can I save a frame from a video "Aula 1: As Bases Constitucionais da Educação com o Prof Orlando Junior | Pedagogia para Concurso"?

This feature is available in the UDL Helper extension. Make sure that "Show the video snapshot button" is checked in the settings. A camera icon should appear in the lower right corner of the player to the left of the "Settings" icon. When you click on it, the current frame from the video will be saved to your computer in JPEG format.

What's the price of all this stuff?

It costs nothing. Our services are absolutely free for all users. There are no PRO subscriptions, no restrictions on the number or maximum length of downloaded videos.