Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Rocha, Rosana Oliveira |
| Orientador(a): |
Sousa, Clarilza Prado de |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/22892
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Resumo: |
The human rights are critical for the building of a more just and equal society. Those rights have not been achieved easily or fast. It took plenty of time and thrive until the proclamation of The Universal Declaration of Human Rights which celebrated 70 years in 2018. Despite the importance these rights play, it is not rare to find inaccurate ideas about human rights and even lack of knowledge regarding the subject. In order to avoid distorted thoughts and throw some light on what human rights are, a proper dissemination of what they are is mandatory: essentially they are critical rights to ensure human dignity. This clear lesson about what human rights are must take place focusing on the perpective of students' background education, not divorced from practice, and also within formal education places, according to the guidelines on human rights teaching, specially to the National School Curriculum (Base Nacional Comum Curricular) which is going to be in force in 2020. This education on human rights, which should take place throughout the basic education, since the early years of elementary school until the senior phases of high school, must carry out a plural , singular and integral view of the student’s who will promote the full recognition and development since they are considered to be the active learning agent. In case they effectively learn how to respect, defend and promote the human rights, this education can contribute to a more respectful and equal society. Even though the teaching of human rights is vital in all levels of basic education, this paper aims at young students at high school senior years. Thus, the study was carried out with 210 (two hundred and ten) senior high school students in order to assess their knowledge on human rights and to identify possible social understanding that they had regarding fundamental rights. The participants involved in this study were not only were chosen because of the fact they were senior high school students but also for taking part, during their formal education, in a human rights educational project named "A Corrente do Amor" (free translated as Love Chain). This lesson on human rights took place in a public school based in the metropolitan area of São Paulo, following the directives expressed in the National School Curriculum (Base Nacional Comum Curricular). The project "A Corrente do Amor" (free translated as Love Chain) which started in 2014 and it is remains active, has had the participation of over a thousand people and seven hundred actions dedicated to promote and defend the human rights. These actions basically have to do with showing love towards a person or sympathizing to a cause or an institution. This paper contains an analysis of the performance of the students who took part in the 2018-project. By utilizing a Word Free Association Test (Teste de Associação Livre de Palavras) it was possible to raise possible social representation that the students had regarding human rights. The 1961 Serge Moscovici's Social Representation Theory was also utilized as theoretical and methodological input. The goal was to check the students' representations after taking part in a human rights educational project and in order to determine the results from this education on human rights. To do so, after the administration of a Word Free Association Test (Teste de Associação Livre de Palavras), which consisted of collecting elicited words and justifications enunciated by the students to those elicited words, the data was processed by the software IRaMuTeQ. It generated a matrix analysis and also a textual "corpus". The early analysis of the elicited words revealed as the probable core of the students' social representation the words equality, respect, liberty, rights, life, humanity, education and people. By confronting the knowledge above with current legislation on human rights, the analysis of the textual corpus regarding justifications to the elicited words revealed that only a few people , four students (about 1,9% of the 210 participants) had distorted representations about these rights which are not in accordance with the current directives. The fact that the students highlighted the first generation human rights suggests the need of clarification on other generations of these rights. Furthermore,besides coming across the generation of human rights, the students need to understand them as inherent values that are part of every human being. Thus "A Corrente do Amor" (Love Chain) may be considered a relevant means of education on human rights, considering that, since its creation, which occurred prior to National School Curriculum, contributes to students’ educational background and can lead students towards the construction of more equal and just society |
