Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Dutra, Rafael Campos de Oliveira |
| Orientador(a): |
Fischmann, Roseli |
| Banca de defesa: |
Souza, Roger Marchesini de Quadros,
Cunha, Magali do Nascimento |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Metodista de Sao Paulo
|
| Programa de Pós-Graduação: |
Educacao
|
| Departamento: |
Educacao:Programa de Pos Graduacao em Educacao
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede.metodista.br/jspui/handle/tede/1696
|
Resumo: |
This research, departing from the meeting of Psychology and Education, aims to investigate the subjective dimension of the Human Rights and to build a dialogue in between the Human Rights and school education. On this purpose, it resorts the theoretical basis of the Social-Historical Psychology, in order to study one of its categories of analysis: the subjective dimension of reality. In order to investigate the subjective dimension of the Human Rights, it is used the methodology of the core of the meaning from Aguiar and Ozella (2006) to analyse five testimonials which are present in the book “Human Rights in daily life” (1998), organized by Roseli Fischmann. In this analysis it is identified a dialectical movement that is constituted and constitutive of the subjective dimension of the Human Rights, a movement based on the fact that Human Rights are born from the observation of the violence and the injustices present in our society, added to the willing to fight them. Therefore, the awareness process of those lived violence, as well as that violence is a social phenomenon that affects many people, in addition to setting of the willing for change and the different expressions of transformative actions constitute of the subjective dimension of the Human Rights. As for the dialogues between Human Rights and Education, they were organized in three axes: the first is on how the traditional education model makes the school one institution that violates Human Rights, the second shows how Human Rights education contributes to the construction of a new model of school, and the third affirms the strategic position of schools for consolidation of the Human Rights for society. Thereby, it was possible to contribute with the critical perspective over the traditional model of education, to reaffirm Human Right’s education as an alternative and, still, to show the unprecedented work of doing an initial study about the subjective dimension of the Human Rights, adding to it, voice and efforts on the construction of a new model of education for a new model of society, more fair and more equal, in which diversity is not the brand of inequality, a society that fights all kind of violence and that establish its relations from others paradigms. |
