Educação em direitos humanos: o que revelam os discursos das crianças?
The historical events that surrounded, and continue to surround, Brazil and the world must be drivers of the construction of a culture of Education in Human Rights (HRE), since the exercise of citizenship permeates, mainly, the school institution. When approaching this theme, we ask: what do the chi...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/53248 |
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| Resumo: | The historical events that surrounded, and continue to surround, Brazil and the world must be drivers of the construction of a culture of Education in Human Rights (HRE), since the exercise of citizenship permeates, mainly, the school institution. When approaching this theme, we ask: what do the children's speeches reveal from a pedagogical action on the culture of Human Rights (DH)? The main objective of this research is to investigate how the culture of Human Rights is reflected in the speeches of a group of children. For this, documentary and bibliographical research and research of the pedagogical intervention type were carried out. The research is classified as exploratory and descriptive, with a qualitative approach. The analyzes were mainly based on the readings of the authors Bobbio (2004) in Human Rights; Candau (1999; 2008; 2013), Chaui (2006), Freire (2021) and Magendzo (2008) in Human Rights Education; Bakhtin (2006) and Goulart (2007; 2017; 2020) in discourse as a social practice; Smolka (2012) and Kramer (2005; 2007; 2015) in the conception of childhood. The experience in question demonstrates that the child's discourse, in the exercise of their citizenship and in weighting the conflicts experienced, reflects the culture of Education in Human Rights, intentionally inserted in debates and pedagogical practices. It is concluded that Educating in Human Rights is a responsibility that the school institution must assume with society, because when this function becomes conscience, children thematize and enunciate critically, weaving opinions inherent to a democratic society and, consequently, feeling responsible for this construction. |
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