A educação em direitos humanos na pedagogia de Paulo Freire

• Autor(a) principal: Furtado, Marta Mazetti Clemente
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/216582
• topic: Human rights education; Education; Citizenship; Paulo Freire’s pedagogy; Educação; Pedagogia crítica; Direitos humanos; Educação popular; Cidadania; Pedagogia de Paulo Freire

Human Rights Education, insofar as it regards the building of a culture of respect to human dignity, resembles Paulo Freire’s ideas, whose pedagogy assume strong political positioning, in a perspective of critical conscience and fight for the liberation of oppressed classes. However, the rejection of a significant portion of the Brazilian population to the author's ideas is manifest, understood by them as encouraging insubordination. In this context, it is necessary to reflect on the relationship between Freire's pedagogy and Human Rights Education (HRE), as the attack and rejection of Paulo Freire's critical pedagogy may represent a rejection of principles common to HRE. Thus, this work sought, from a qualitative and bibliographical methodology and constituting itself as theoretical-bibliographic-narrative research, to verify if the HRE principles are present in Paulo Freire's pedagogy, and in which of its assumptions. Through a bibliographical survey on HRE and on Freire's pedagogical conception,16 principles of HRE were identified, later compared with the Freirean assumptions raised. A very significant convergence was observed between the principles defended by the HRE and those defended in Freire's pedagogical conception, with 14 of the 16 principles identified in the HRE being related to those of Freire, and among these, there were 8 alluding to more than a Freirean assumption. Other 11 principles of Freire's pedagogy were also pointed out, which did not show an explicit relationship to the assumptions systematized in the HRE, which however did not constitute a contradiction or confrontation with any of the HRE principles, but in complementarity with the Freirean assumptions related to it. Through the convergence observed between the two pedagogical conceptions, it was possible to show that there is a defense of the HRE in Paulo Freire’s pedagogical conception and that therefore the rejection of Freire's pedagogy constitutes a serious risk of rejection of the HRE principles, fundamental for citizenship, and the construction of a favorable reality for human dignity. It is extremely necessary that the principles of HRE be implemented in the Brazilian school context, expanding to other spheres, so that misconceptions are reconstructed, in the sense that human dignity, without restrictions, be objectified in pedagogical practices and in our whole society.