Human Rights Education in the curriculum: teaching and learning through portfolios
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Acta Scientiarum. Education (Online) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/62272 |
Resumo: | The article presents a documental analysis of a corpus consisting of 95 portfolios prepared in a Human Rights Education (HRE) course offered in a postgraduate course. Portfolios were used as a methodological strategy to approach contents related to Human Rights (HR) in interdisciplinary and transversal perspective, prioritizing the perception of these rights from reality. At the beginning of the course, for 5 consecutive weeks, the students prepared portfolios in response to the proposal to bring some Human Right that they encountered through the vehicle chosen by them, for example: news, music, movies, images, among others. This is an applied research with a qualitative approach, whose objectives were: to analyze the HR present in the portfolios; identifity the vehicles used in portfolios. The analysis of the material was carried out through the categorization of Human Rights and vehicles. The results show that most of the portfolios analyzed, 65%, refer to civil and political rights. In 24% of the portfolios are economic, social and cultural rights. The third group, with 11% of portfolios, highlights diffuse and collective rights that are characterized by being aimed at a specific group, category or set of people who have some kind of bond, something in common. The most present vehicle among the analyzed works were those that publish news, with 44% of portfolios; then, art-related vehicles such as images, music and poems with 38% of portfolios. The use of portfolios favored the perception and discussion of Human Rights in a contextualized way, also indicating the different vehicles that can contribute to the approach of these contents in the classroom. |
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Human Rights Education in the curriculum: teaching and learning through portfoliosEducación en Derechos Humanos en el currículo: enseñanza y aprendizaje a través de portafoliosEducação em Direitos Humanos no currículo: ensinando e aprendendo por meio de portfólioshuman rights education; portfolios; human rights; teaching.educación en derechos humanos; portafolios; derechos humanos; enseñanza.educação em direitos humanos; portfólios; direitos humanos; ensino.The article presents a documental analysis of a corpus consisting of 95 portfolios prepared in a Human Rights Education (HRE) course offered in a postgraduate course. Portfolios were used as a methodological strategy to approach contents related to Human Rights (HR) in interdisciplinary and transversal perspective, prioritizing the perception of these rights from reality. At the beginning of the course, for 5 consecutive weeks, the students prepared portfolios in response to the proposal to bring some Human Right that they encountered through the vehicle chosen by them, for example: news, music, movies, images, among others. This is an applied research with a qualitative approach, whose objectives were: to analyze the HR present in the portfolios; identifity the vehicles used in portfolios. The analysis of the material was carried out through the categorization of Human Rights and vehicles. The results show that most of the portfolios analyzed, 65%, refer to civil and political rights. In 24% of the portfolios are economic, social and cultural rights. The third group, with 11% of portfolios, highlights diffuse and collective rights that are characterized by being aimed at a specific group, category or set of people who have some kind of bond, something in common. The most present vehicle among the analyzed works were those that publish news, with 44% of portfolios; then, art-related vehicles such as images, music and poems with 38% of portfolios. The use of portfolios favored the perception and discussion of Human Rights in a contextualized way, also indicating the different vehicles that can contribute to the approach of these contents in the classroom.El artículo presenta un análisis documental de un corpus compuesto por 95 portafolios elaborados en un curso de Educación en Derechos Humanos (EDH) ofrecido en un programa de posgrado stricto sensu. Los portafolios se utilizaron como estrategia metodológica para abordar contenidos relacionados con los Derechos Humanos (DDHH) en una perspectiva interdisciplinaria y transversal, priorizando la percepción de estos derechos desde la realidad. Al inicio del curso, durante 5 semanas consecutivas, los estudiantes elaboraron portafolios en respuesta a la propuesta de llevar algún Derecho Humano que encontraron a través del vehículo elegido por ellos, por ejemplo: noticias, música, películas, imágenes, entre otros. Se trata de una investigación aplicada con enfoque cualitativo, cuyos objetivos fueron: analizar los DH presentes en las carteras; Levantamiento de los vehículos utilizados para identificar el DH, desarrollado a través del análisis de documentos. El análisis del material se realizó a través de la categorización de Derechos Humanos y vehículos. Los resultados muestran que la mayoría de las carteras analizadas, el 65%, se refieren a derechos civiles y políticos. En el 24% de las carteras se encuentran derechos económicos, sociales y culturales (DESC). El tercer grupo, con un 11% de carteras, destaca los derechos difusos y colectivos que se caracterizan por estar destinados a un grupo, categoría o conjunto específico de personas que tienen algún tipo de vínculo, algo en común. El vehículo más presente entre las obras analizadas fueron las que publican noticias, con el 44% de los portafolios; luego, vehículos relacionados con el arte como imágenes, música y poemas con el 38% de los portafolios. El uso de carpetas favoreció la percepción y discusión de los Derechos Humanos de forma contextualizada, indicando además los diferentes vehículos que pueden contribuir al abordaje de estos contenidos en el aula.O artigo apresenta a análise documental de um corpus constituído por 95 portfólios elaborados em uma disciplina de Educação em Direitos Humanos (EDH) ofertada em um programa de pós-graduação stricto sensu. Portfólios foram utilizados como estratégia metodológica para abordar conteúdos relacionados aos Direitos Humanos (DH), numa perspectiva interdisciplinar e transversal, priorizando a percepção destes direitos a partir da realidade. No início da disciplina, durante 5 semanas consecutivas, os estudantes elaboraram portfólios atendendo à proposta de trazerem algum Direito Humano com o qual se depararam por meio do veículo por eles escolhido, por exemplo: notícias, músicas, filmes, imagens, dentre outros. Trata-se de uma pesquisa aplicada com abordagem qualitativa, desenvolvida por meio de análise documental, cujos objetivos foram: analisar os DH presentes nos portfólios; levantar os veículos utilizados para identificar os DH. A análise do material foi realizada por meio da categorização dos Direitos Humanos e dos veículos. Os resultados demonstram que a maior parte dos portfólios analisados, 65%, referem-se aos direitos civis e políticos. Em 24% dos portfólios estão os direitos econômicos, sociais e culturais (DESC). O terceiro grupo, com 11% de portfólios, destaca direitos difusos e coletivos, que se caracterizam por se destinarem a um grupo, categoria ou conjunto específico de pessoas que tem algum tipo de vínculo, algo em comum. O veículo mais presente dentre os trabalhos analisados foram os que divulgam notícias, com 44% de portfólios; em seguida, os veículos relacionados à arte como imagens, músicas, quadrinhos e poemas com 41% dos portfólios. O uso de portfólios favoreceu a percepção e a discussão dos Direitos Humanos de maneira contextualizada, indicando também os diferentes veículos que podem contribuir para a abordagem destes conteúdos em sala de aula.Universidade Estadual de Maringá2022-09-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/6227210.4025/actascieduc.v44i1.62272Acta Scientiarum. Education; Vol 44 (2022): Publicação contínua; e62272Acta Scientiarum. Education; v. 44 (2022): Publicação contínua; e622722178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporenghttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/62272/751375154737https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/62272/751375154835Copyright (c) 2022 Acta Scientiarum. Educationhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessKlein, Ana MariaOliveira, Flaviana de Freitas Costa, Juliana dos Santos Santos, Paula Toledo Lara dos2022-10-05T14:21:34Zoai:periodicos.uem.br/ojs:article/62272Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2022-10-05T14:21:34Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
Human Rights Education in the curriculum: teaching and learning through portfolios Educación en Derechos Humanos en el currículo: enseñanza y aprendizaje a través de portafolios Educação em Direitos Humanos no currículo: ensinando e aprendendo por meio de portfólios |
title |
Human Rights Education in the curriculum: teaching and learning through portfolios |
spellingShingle |
Human Rights Education in the curriculum: teaching and learning through portfolios Klein, Ana Maria human rights education; portfolios; human rights; teaching. educación en derechos humanos; portafolios; derechos humanos; enseñanza. educação em direitos humanos; portfólios; direitos humanos; ensino. |
title_short |
Human Rights Education in the curriculum: teaching and learning through portfolios |
title_full |
Human Rights Education in the curriculum: teaching and learning through portfolios |
title_fullStr |
Human Rights Education in the curriculum: teaching and learning through portfolios |
title_full_unstemmed |
Human Rights Education in the curriculum: teaching and learning through portfolios |
title_sort |
Human Rights Education in the curriculum: teaching and learning through portfolios |
author |
Klein, Ana Maria |
author_facet |
Klein, Ana Maria Oliveira, Flaviana de Freitas Costa, Juliana dos Santos Santos, Paula Toledo Lara dos |
author_role |
author |
author2 |
Oliveira, Flaviana de Freitas Costa, Juliana dos Santos Santos, Paula Toledo Lara dos |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Klein, Ana Maria Oliveira, Flaviana de Freitas Costa, Juliana dos Santos Santos, Paula Toledo Lara dos |
dc.subject.por.fl_str_mv |
human rights education; portfolios; human rights; teaching. educación en derechos humanos; portafolios; derechos humanos; enseñanza. educação em direitos humanos; portfólios; direitos humanos; ensino. |
topic |
human rights education; portfolios; human rights; teaching. educación en derechos humanos; portafolios; derechos humanos; enseñanza. educação em direitos humanos; portfólios; direitos humanos; ensino. |
description |
The article presents a documental analysis of a corpus consisting of 95 portfolios prepared in a Human Rights Education (HRE) course offered in a postgraduate course. Portfolios were used as a methodological strategy to approach contents related to Human Rights (HR) in interdisciplinary and transversal perspective, prioritizing the perception of these rights from reality. At the beginning of the course, for 5 consecutive weeks, the students prepared portfolios in response to the proposal to bring some Human Right that they encountered through the vehicle chosen by them, for example: news, music, movies, images, among others. This is an applied research with a qualitative approach, whose objectives were: to analyze the HR present in the portfolios; identifity the vehicles used in portfolios. The analysis of the material was carried out through the categorization of Human Rights and vehicles. The results show that most of the portfolios analyzed, 65%, refer to civil and political rights. In 24% of the portfolios are economic, social and cultural rights. The third group, with 11% of portfolios, highlights diffuse and collective rights that are characterized by being aimed at a specific group, category or set of people who have some kind of bond, something in common. The most present vehicle among the analyzed works were those that publish news, with 44% of portfolios; then, art-related vehicles such as images, music and poems with 38% of portfolios. The use of portfolios favored the perception and discussion of Human Rights in a contextualized way, also indicating the different vehicles that can contribute to the approach of these contents in the classroom. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-09-05 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/62272 10.4025/actascieduc.v44i1.62272 |
url |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/62272 |
identifier_str_mv |
10.4025/actascieduc.v44i1.62272 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/62272/751375154737 https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/62272/751375154835 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Acta Scientiarum. Education https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Acta Scientiarum. Education https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/vnd.openxmlformats-officedocument.wordprocessingml.document application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
dc.source.none.fl_str_mv |
Acta Scientiarum. Education; Vol 44 (2022): Publicação contínua; e62272 Acta Scientiarum. Education; v. 44 (2022): Publicação contínua; e62272 2178-5201 2178-5198 reponame:Acta Scientiarum. Education (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Acta Scientiarum. Education (Online) |
collection |
Acta Scientiarum. Education (Online) |
repository.name.fl_str_mv |
Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
actaeduc@uem.br|| |
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1754842070820847616 |