Ensino de história e a educação para os direitos humanos

Abstract

This professional master‘s dissertation emerges from the unique intersection between legal and historical training and passion that defines the author‘s trajectory. This background is not merely biographical but constitutes the conceptual foundation of the research, serving as an analytical lens to recognize History as a contested field of rights, memory, and justice. This study aims to integrate Human Rights discourse into students‘ daily school experience, specifically within History classes, to combat distorted perceptions often perpetuated by narratives of prejudice and polarization. Confronting this reality, the research proposes a practical pedagogical intervention, seeking concrete solutions for the challenges of the ‗school environment‘. The theoretical framework is anchored in the pedagogy of memory, an approach that transcends the mere transmission of facts to foster critical reflection and the reconstruction of collective memory. This empowers students to cultivate a stance of indignation toward injustices, aligning with the right to memory and the principles of Transitional Justice. The culminating product of this research is the "Baralho dos Defensores de Direitos Humanos" (Human Rights Defenders Card Deck). Conceived as an accessible ludic tool, this card game transforms learning about the subject into an active, collaborative, and empathetic experience. Through its mechanics, the deck fosters analytical reasoning to distinguish rights from "non-rights", functioning as an instrument for awareness and social transformation that transcends classroom boundaries. This work, therefore, bridges the theory-practice dichotomy, demonstrating that History education – particularly when mediated through an interdisciplinary lens – holds the potential to become a powerful tool for shaping conscious citizens actively engaged in building a more just and democratic society.