Educação em/para os direitos humanos e senso comum nos processos educativos: um estudo de caso no Liceu Paraibano, João Pessoa - PB

• Ano de defesa: 2017
• Autor(a) principal: Lima, Max Fernando Silva de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Cidadania e Direitos Humanos; Programa de Pós-Graduação em Direitos Humanos, Cidadania e Políticas Públicas; UFPB
• Palavras-chave em Português: Direitos humanos; Educação em direitos humanos; Cotidiano escolar; Prática pedagógica; Human rights; Human rights education; School daily; Pedagogical practice; CNPQ::CIENCIAS HUMANAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/12795

This study assumes that Education for Rights constitutes an important tool to subsidize teaching pedagogical practice in middle-level public schools, and that it is in the school routine that the strong meetings / disagreements of ideas and positions are given on "such human rights". We have identified that, at times, the themes concerning humans emerge in the school context from well-reasoned lines of reasoning and scientific-argumentative criteria; at other times, only arise with common-sense perspectives that may be, in some cases, living remnants of a recent civil-military dictatorship in Brazil. We believe that this common sense is characterized as a foundation of resistance to human rights in the course of history, but we also believe that common sense can serve as learning as it is identified, understood and subsequently overcome. The universe of this research was represented by Escola Liceu Paraibano, located in the municipality of João Pessoa - PB. The corpus of the sample consisted of 06 collaborators of this institution, being 05 teachers (with multidisciplinary scope), 01 interpreter of the Brazilian Language of Signs (LIBRAS). We emphasize as main objective of this research the search for understanding the school everyday, from the point of view of the teachers, as a place of systemic reproduction of struggles and learning about HRE. We opted for a qualitative approach with input in Minayo (2008), with emphasis on the category of "Content Analysis" in Bardin (1979), whose application was made possible by field research, which had as data collection instruments interviews, applications of semistructured questionnaires and observations of daily life inside and outside the classroom. In the first moment of the research, we discuss the concepts and historicity of Human Rights, always considering the perspectives of critical theories presented in Comparato (2005); Herrera Flores (2009) and Tosi (2005) and emphasize that the offer and promotion of a decent education go beyond the legal-constitutional approach according to Bobbio (1992). Next, we justify the "why" of the importance of HRE in the daily school life in Silveira (2014); McCowan (2005), among others and the points and counterpoints between science and common sense in Alves (1981); Saviani (1996); Morin (2005). Finally, the data were transcribed and analyzed in the light of the aforementioned theories. Issues that are inseparable from HD have been addressed, for example, perceptions of "common sense" about HD, media influence (s) and technologies in school, bullying, valorization, recognition and vulnerability teacher in the work environment, etc. We found that there are EDH initiatives in the Liceu Paraibano School. But engagement, from the inter- and multi-disciplinary point of view, needs to be more emphasized because EDH is just that, a challenge for today.