THE PRESCRIPTIONS FOR HUMAN RIGHTS EDUCATION IN ELEMENTARY SCHOOL SETTLED IN THE CURRICULUM DOCUMENT OF THE STATE OF PARÁ

Abstract

This article analyzes the curriculum guidelines for human rights education in the Pará State Curriculum Document (DCE-PA). In 2012, Opinion No. 8/2012 was approved, establishing the National Guidelines for Human Rights Education (Brazil, 2012), according to which the Basic Education curriculum must incorporate knowledge related to the HRE perspective. In this sense, state curriculum documents developed subsequently must take these requirements into account. The research is grounded in a qualitative, documentary approach, based on Cellard (2008), and data analysis was conducted using Content Analysis, as per Bardin (2011) and Franco (2005). The results show that the provisions related to Human Rights Education in the DCE-PA are predominantly concentrated in a specific curricular component. Furthermore, these provisions refer to a traditional conception of Human Rights Education, prioritizing the dimension of human rights based on norms and legislation. It is concluded that the incorporation of Human Rights Education in the analyzed document occurs in a limited manner, which points to tensions between normative guidelines and their implementation in the curriculum.

Keywords: Human Rights Education. Curriculum. Curriculum Document. Elementary School