Educação em Direitos Humanos: ouvindo a comunidade escolar e observando as suas práticas

Abstract

This paper presents results of a qualitative study on Human Rights Education, developed in a public school in elementary school, so as to indicate possible answers to the central questions that guided this study: (a) Elementary Education Institutions develop Human Rights Education ? (b) These educational institutions apply the actions in the Plan and the National Programme for Human Rights Education? and (c) What are the notions of education professionals and students participating in the research, Human Rights and Human Rights Education? Participants were thirteen education professionals, seven teachers, a supervisor, a vice principal, a school secretary, a cantiniere, a gate and a librarian and another 26 students. Data were collected through questionnaires and observations made in the said school, as well as the documents reviewed, the National Plan for Human Rights Education (2006) and the National Programme for Human Rights Education, specifically the third version of the program also known as PNDH-3 (2010). For data analysis, anchored in the references, especially Benevides (1994); Comparato (2003); Dallari (2004), Herkenhof (1994), Morais (1998), Bobbio (2004) and Piovesan (2012), were established four thematic (1) Understanding of Human Rights and Human Rights Education, (2) School Education and Human Rights Education, (3) Teacher training in human rights, (4) Actions on Human Rights. The research findings have revealed that the most recurrent notion of human rights, both for education professionals and to the students, is respect for human dignity. However, this understanding was not built incorporating all dimensions contained in the modern notion of human rights. Moreover, the applicability of human rights practices was present in everyday school life, narrowly and infrequently in the mediation of conflicts and actions of disrespect in the classroom. The observations in the school showed disrespect by racist speech, prejudices and practices of bullying among students. Absence of Human Rights Education in public schools studied, is due mainly to three reasons: lack of training of education in this subject, lack of teaching materials on the subject of these professionals and the belief that such education is a essentially task for the teacher of Religious Education. Thus, the reflections on the investigative questions of this study allowed us to conclude that public schools studied did not include Human Rights Education in Schools. Although these professionals recognize the importance of thematic human rights in educational processes, there is applicability of the majority of shares in the Plan (2006) and Programme (2010). Data analysis also showed that even without the Human Rights Education in this school, there is interest on the part of professional education, delving into the topic in order to put it into practice at the school because they believe that type of education can bring about change in the attitudes of disrespect for human rights of the students.