EDUCATION AND HUMAN RIGHTS: THE NEED FOR INITIAL AND CONTINUING TEACHER TRAINING IN AND FOR THE HUMAN RIGHTS IN CONTEMPORARY TIMES

Abstract

The present investigation is based on the hypothesis that the theme of Education in/for Human Rights is not yet effectively present in initial and continuing education, in the curricula and practices of Basic Education and Higher Education educators. This is a study with a qualitative approach, which uses a case study methodology, a bibliographical/state-of-the-art review and documental research. The objective here is descriptive and exploratory of the object under analysis. For the theoretical basis, the authors Candau, Paulo Freire, Arroyo, Gatti, Brandão, Marcelo, among others, were used as a theoretical reference, in addition to legal, national and international documents directly linked to the thematic focus. In this sense, several questions arose, such as, among others: “If and how” was the initial and continued training of teachers implemented in/for Human Rights in contemporary times? What do laws and public policies say about the right to Education in/for Human Rights? What is the process of evolution of Human Rights and/or Education in/for Human Rights in Basic Education? How are Human Rights present at school? As a result, it was verified that such discussion/reflection can occur in an interdisciplinary, disciplinary or transversal way, permeating all the curricular components of the institution in a mixed way, which requires an understanding on the part of the teaching and administrative staff of the school about the importance of work with Human Rights. It was noticed, therefore, a change in self-perception and self-awareness regarding Human Rights, the result of a social, political and cultural construction of humanity, as well as a mandatory component of the training of education professionals, according to article 8 of Resolution nº 1/ 2012 establishing National Guidelines for Education in Human Rights.