Percepções de estudantes de pedagogia sobre Educação em Direitos Humanos

Abstract

The field of Human Rights Education is permeated by many possibilities of work, both methodological and thematic. This thesis aims to reflect on the senses about this field, based on the perceptions presented by students of the UERJ / Cederj Pedagogy course, enrolled in the elective course "School, violence and human rights". To do so, following the methodological guidelines of Earl Babbie on the construction of surveys, a theoretical-conceptual framework was elaborated from the relevant literature in the area of human rights and human rights education; from which emerged the categories of democracy, difference and human dignity. In addition, raising sensitization is a frequent methodological strategy in several treaties on human rights education, so reflections on it have proved to be powerful for analysis. It was perceived that awareness tends to be used as a one-off stage in the different proposals for human rights education. In this thesis, it is suggested that the sensitization can be seen as a process of subjectivation based on individual and collective experiences, considering them more strongly in the didactic strategies of human rights education. Thus, the research tool built – self-administered online questionnaire – was produced in order to foster responses on the general theme of the research through the categories listed, on current conceptions and life experiences of the participants. It is noted that there is some reference to recurrent terms, such as respect, freedom and equality, for example. The answers indicated that students value the concepts of democracy, difference and human dignity, and perceive that there are violations of the rights related to them in daily life and in their past experiences. It was considered that this is a potent field of work, since it points out the awareness of the same to the issues and the recognition of the problems in practical situations.