The right to education presupposes the right to learning, but this is a complex
relationship in a sociopolitical context that requires the institutionalization and
implementation of the National Education System and the effective functioning of
instances of negotiation, cooperation, and federative agreement. In this sense, this
study aims to discuss the implementation of the right to education considering the
COVID-19 pandemic and highlight that the right to education implies both the duty to
teach and the subjective right to learn. The research wants to understand the
contributions of the ColaborAção Tocantins Network to municipal education networks
and systems in facing the crisis resulting from the pandemic and its implications for
guaranteeing the right to education and learning. The theoretical-methodological
procedures adopted based on studies on the right to education and learning,
educational policies, and their socio-political and economic aspects that impacted
social institutions and, consequently, the school reality during the COVID-19 health
crisis. The research, of a bibliographic and documentary nature, presents an analysis
of legislation, educational standards, and the pedagogical, scientific production, and
diagnoses produced by the ColaborAção Tocantins Network between 2020 and 2023.
Thus, the proposal is to discuss the law on education and school learning during the
pandemic period and the contributions of the ColaborAção Tocantins Network to
implement this guarantee for all students. Finally, the conclusion is that given the lack
of coordination between federated entities and effective public policies, the action of
the ColaborAção Tocantins Network minimized the obstructive effects caused by the
COVID-19 pandemic to guarantee the right to education and learning. The
implementation of fundamental rights is hampered mainly by the absence of budgetary
forecasts, besides the legislative omissions, which is one of the biggest obstacles to
the imposition of conduct on the state administration. The social construction of
learning is itself linked to its ontological dependence on the form of production, as well
as on work and human existence.
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