Human Right education in the primary education: Reflections on its pedagogical practices in publics schools

• Autor(a) principal: Tavares, Celma
• Data de Publicação: 2020
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/10710
• topic: Human rights education; Primary education; Pedagogical practice; Educação em direitos humanos; Educação básica; Prática pedagógica

The Human Rights education (HRE), recent area of research in Latin America and in Brazil, entails a process of formation of the subject of rights. Since 2000 this field has made progress thanks to policies and actions in the governamental and no-governamental spheres. The execution of such policies and actions in the primary education sector has taken place by means of specific activities and rarely as a system of policies that involves the whole education network.  In this process, a closer attention on pedagogical practices is indispensable because this practice has to be effectuated according to human rights principles and values. Thus, the aim of this study is to analyze the pedagogical practices in Human Rights through a research carried out in publics schools in Pernambuco from 2012 to 2017. The methodology used was the qualitative approach, including researched and materialized in the content analisis of the collected material, and was based on the main Latin-American and Brazilian authors in the HRE area. Generally, the data showed disciplinary and transversal models and how they influenced the pedagogical practices in human rights. The results of the research indicate the importance of growing investments in the training process as well as the production of knowledge so the HRE could contribute for the democratization of educational spaces and of the society as a whole.