Educação em Direitos Humanos na Formação Inicial de Professores: desafios para os cursos de licenciaturas da UFU

Abstract

The present research, conducted in the context of the Branch of Knowledge and Educational Practices, has as its theme the Education in Human Rights (EDH) in the initial education of teachers. Its main purpose was to analyse how Universidade Federal de Uberlândia (UFU) has included EDH in the Pedagogical Projects of teacher education degrees. It is about an exploratory research of qualitative approach that approximates to the epistemological presuppositions of historical-dialectical materialism. The body of the research is composed of documental sources (analysis of the current EDH policies aimed at the initial training of teachers; analysis of the 18 Pedagogical Projects of courses - PPC of teacher education degrees) in addition to the empirical sources (questionnaires answered by the presidents of Núcleo Docente Estruturante - NDE). The research was grounded on several authors, but mainly on: Adorno; Bobbio; Candau; Piovesan e Zenaide. The content analysis, based on Bardin, guided the construction of categories of analysis in accordance with the questions and goals of the research. The first category of analysis refers to the challenges for EDH in the teacher education degrees which cover the way EDH content is included in the curricula; the scientific and pedagogical knowledge of the teachers educators of EDH, and the main contradictions. The second category involves the principles that underpin the National Curricular Orientations to EDH. The analysis indicates that the teacher education degrees from UFU promoted the insertion of EDH content through the transversality, with the exception of the teacher education degree in History that, in addition to the transversality, presents a subject called Human Rights, Education and Democracy. Regarding the training of teachers who are formers, we noted that there are no actions aimed at the construction of specific and didactic-pedagogical knowledge for the teaching of contents that concern EDH. In relation to the contradictions that emerge from this process, we highlight that the insertion of EDH contents in the Pedagogical Projects of Degree, at the level of intentions, does not meet the concrete educational needs of those teacher education students, since there are no institutional policies to ensure its materiality. The defended thesis is expressed as follows: The insertion of contents related to EDH in the Pedagogical Projects of teacher education degrees from UFU, together with the creation of critical and reflective debate spaces, where the theme EDH may be widely disseminated and problematized, through teaching, research, and extension, will be able to make viable the necessary construction of an institutional culture for the promotion of EDH, not only in the university space, but also in society in general.