Educação e direitos humanos: uma análise das escolas de ensino médio de Fortaleza

• Ano de defesa: 2022
• Autor(a) principal: Lima, Viviana Cavalcante Pinheiro de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Direitos Humanos; Educação; Escola; School; Education; Human Rights
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/68911

The debate on Human Rights took shape after the Second World War with the publication of the Universal Declaration of Human Rights, which is a set of essential rights to live, without distinction of sex, age, social class, ethnicity, nationality, religion, etc. Education, in addition to being one of human rights, is also a means of realizing other rights. Today, talking about human rights at school is to enable a debate, a dialogue on the subject, so that respect among all people in this community is part of the school's daily life. My object of study addresses this relationship between education and Human Rights, as it is established in part-time schools in the Human Sciences Area. One of the objectives of the work was to survey the teaching resources used by teachers to carry out education for Human Rights, as well as to identify among teachers, in the curriculum and in teaching practice, how this theme is worked. I use the qualitative method in the research, study of documents and scholars that add to theoretical reflections. I chose the interview and the questionnaire as instruments for data collection. Comparato (2003), Durkheim (2013), Candau (2005 and 2008) and Benevides (2005) are some of the theorists I use to conceptualize Human Rights and understand how education for human rights is established at school. After analyzing the research, we can conclude that the lack of training, as well as the lack of methodological materials, were obstacles listed by the teachers for the insertion of the subject and, above all, its applicability in the classroom. Continuing education would be a solution to provide theoretical and even practical support for Human Rights Education, as well as helping to awaken empathy when dealing with any type of violation or prejudice. The experience of Human Rights in our society is part of a long process of constant reconstruction, comings and goings in a path full of obstacles and stones, however, we saw many teachers and schools that went and go to fight and always seek to take to their classes, in addition to laws and content, knowledge for life, for emancipation and respect for the diversity that exists in school and society.