Educação em direitos humanos em uma instituição militar

• Ano de defesa: 2013
• Autor(a) principal: Barboza, Miriane da Silva Santos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraí­ba; BR; Psicologia Social; Programa de Pós-Graduação em Psicologia Social; UFPB
• Palavras-chave em Português: Educação em Direitos Humanos; Representações sociais; Direitos humanos; Policias militares; Education in Human Rights; Social representations; Human rights; Military Police Officers; CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/6937

The main goal of this research is to verify the influence of different intervention practices related to social representations (SR) of human rights (HR) over students of a military police training course - cadets. In view of this objective, two studies were carried out. In the first one, it was intended to investigate SR, knowledge and concepts about HR as well as the participants empathic distress. Scales and questionnaires about HR were used, besides an empathy scale turned to social issues to 176 cadets of both genders, 1st and 3rd year students. Also, the Technique of Association Free from Words was utilized. In both studies, parametric and non-parametric statistics were used. The results for the first study show: 1) the existence of a HR representational field and a correspondence between this field s content and the Universal Declaration of Human Rights; 2) the existence of negative SR in relation to the accomplishment of HR and; 3) a low empathic distress in respect to some social groups. From these results, the second study s sample was selected and it sought after promoting a change in the participants SR, making them aware of the police officer s role as a defender and promoter of HR. 48 cadets took part in this research, all of whom distributed at random in three groups: two were experimental, and one, of control. The control group attended classes about HR with a teacher from the institution in which the research was realized. The experimental groups participated in one of the distinct types of intervention: with a Discursive Rational Technique (DRT) and with a Discursive-Affective Rational Technique (DART). The DRT consisted of the exposure and discussion of the contents defined in planning of the discipline Citizenship and Human Rights , and discussions about real life s dilemmas. The DART adopted procedures used in the DRT, added by psycho-dramatic activities. At the end of the intervention program, participants of the three groups responded again to the instruments mentioned in study I. The results of the analyses that refer to the objective measure do not indicate significant differences between the experimental and control groups, and between the pre-tests and post-tests. As for subjective evaluations, when the pre-test and the post-test in the experimental groups are compared, changes are perceived: 1) in the knowledge of HR from low to high knowledge -; 2) in the concepts of HR from poorly-elaborated to well-elaborated -; 3) in the representations of HR from individual to group and; 4) in the representations of the police force from an idealized to a realistic view. Differences between experimental groups are also observed: 1) in the knowledge the participants scores submitted to the DART were higher than those submitted to the DRT and; 2) in the representation of the military police participants submitted to the DRT showed specific representations, and the ones submitted to the DART, universal representations. Results are discussed in light of the SRT, of Doise s psycho-sociologic theory, and of empirical studies which investigate HR in the SR field.