Direitos humanos no ensino de História: entre o currículo e as representações de alunos e professores

Abstract

This thesis aims to analyze the representations of human rights and the relation of these rights and the struggle for rights itself with the curricular contents of the teaching of History, in the speeches of high school students and teachers from two public schools located in the city of Campos dos Goytacazes – RJ. The investigation had the perspective of qualitative research, in which the following main techniques were applied: focus groups and a mixed questionnaire to students and semi-open interviews with their History teachers. It was found that teachers and students established relations between the content they teach/learned and human rights. They were based on examples from History, positive and negative, in which rights were perceived from the perspective of affirmation, conquest and also denial, absence. Furthermore, they pointed out that the teaching of history can contribute in terms of struggles for human rights. However, it was found that, at certain moments in the focus groups, some students did not consistently connect the contents studied in History to everyday issues that evoke the theme of human rights. Thus, it is important that the teaching of History and its contents have a more consolidated relation with human rights, especially at a time when such rights are constantly threatened.