A questão da memória na Educação Básica: uma reflexão a partir da perspectiva da Educação em Direitos Humanos

• Autor(a) principal: Jesus, Bismarck Pereira Mendes de
• Data de Publicação: 2013
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/17301
• topic: Memory; Human rights education; Memória; Educação em Direitos Humanos; Educação Básica; CIENCIAS HUMANAS::EDUCACAO

This work aims to reflect on the National Plan for Education in Human Rights as an instrument created by the State with the participation of different segments of society as an instrument for the rescue of memory referring to periods in which there was curtailment of human rights through practices such as arbitrary arrests, torture and disappearance of people who opposed the regime imposed by the military after the 1964 coup d'état. The PNEDH recognizes that Education in Human Rights, throughout the process of redemocratization and strengthening of the democratic regime, has sought to contribute to supporting actions to promote, protect and defend human rights, and to repair violations. The text uses as one of its main references the axis “educating for never again”, developed by Vera Candau, where the author highlights as the main challenges of Education in Human Rights: the construction of the subject of rights, the promotion of the empowerment process and the issue of memory. Emphasizing, from this theoretical perspective, that educators must insist on the memory of historical facts that implied violations of human rights and the denial of democracy, such as the exception regimes, political repression, deaths and disappearance of opponents, transmitting to new generations the “ethics of attention”, which allows us to repudiate the daily acts that reproduce the cruelties of the past. She also claims that the practice of “never again” establishes a commitment to the fight against impunity, censorship, torture, fear and the denial of fundamental freedoms. In this sense, the National Plan for Human Rights Education points towards the formation of plurality, since, according to the Universal Declaration of Human Rights, these rights are common to all human beings without distinction and should be addressed as a State policy , since the principles that involve the constitution of democracy and citizenship are related to the formation of citizens aware of their rights and duties, and of the norms and pacts that regulate them