Educação em direitos humanos: concepções e práticas educativas
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2017
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Esta pesquisa teve como finalidade analisar como os direitos humanos são concebidos,
efetivados e vivenciados no ambiente educativo de duas escolas públicas do ensino médio do
sistema estadual de ensino de São Luís/MA, no Brasil, a partir das percepções dos estudantes
e das opiniões dos professores. Coerente com a Declaração Universal dos Direitos do Homem
(DUDH) de 1948, o estudo propôs-se a verificar, a visão dos jovens e dos docentes quanto à
garantia e à vivência dos direitos humanos nas interações do ambiente escolar e suas
manifestações nas práticas educativas. Na realização deste estudo foi desenvolvida uma
pesquisa exploratória e descritiva, adotando-se metodologia quantitativa e qualitativa, sendo
utilizado como método para recolha de dados, o inquérito por questionário com perguntas
fechadas e abertas, para os/as alunos/as (45) e entrevistas com perguntas predominantemente
abertas, para professores/as (17), estruturadas a partir do guião/roteiro. As categorias de
análise foram organizadas em tolerância e respeito às diferenças e diversidades,
discriminações e preconceitos em relação à cor/raça, igualdade de gênero (masculino e
feminino), atitude de respeito à orientação sexual, às diferenças de idade; preocupação e
cuidado com o meio ambiente, vivência em situações de paz e solidariedade, valorização e
respeito às diversidades culturais. Os estudos acerca de Educação em Direitos Humanos
realizados por diferentes pesquisadores com base nos princípios da Declaração Universal dos
Direitos Humanos, bem como, instrumentos internacionais e nacionais, sugerem que esses
direitos não são cumpridos na sua totalidade. As análises dos resultados da pesquisa, tanto nas
percepções dos discentes quanto nas opiniões dos docentes, revelam que, no contexto escolar,
nas interações que se estabelecem entre professores e estudantes, entre os próprios estudantes,
perpassam discriminações e preconceitos, algumas vezes em forma de “brincadeiras” e de
“piadas” como estratégias ideológicas de ocultamento e dissimulação das atitudes de
desrespeito à dignidade humana, considerada como princípio universal para a efetivação dos
direitos humanos. O ambiente escolar é o lugar onde se movimentam diversidades culturais e
diferentes valores sendo, portanto, necessário que a escola fortaleça cada vez mais a educação
multicultural, no sentido de promover o respeito às diferenças e à dignidade humana.
This research aimed to analyze how human rights are understood, put in effect and lived in the educative environment of two public high schools in the educational teaching system in the city of São Luís, State of Maranhão, Brazil, from students’ perceptions and teachers’s opinions. This study aims to verify the views of youngsters and teachers in relation to the guarantee and experience of human rights in the interactions of schools environment and their manifestations in the educational practices coherently with the Declaration of Human Rights of the 1948. In the accomplishment of this study a exploratory and a descriptive research has been carried out, so that quantitative and qualitative methodology has been utilized, as a method for data collection a questionnaire with closed and open questions was utilized for pupils (45) and interviews with questions chiefly open to teachers (17), which has been structured from the guideline. The categories for analyses have been organized with tolerance and respect to differences and diversities, discriminations and prejudices in relation to color/race, gender equality (male and female), attitude of respect for sexual orientation, age difference, preoccupation and care for the environment, experience in situations of peace and solidarity, valorization and respect to cultural diversities. Studies on education and Human Rights accomplished by several researchers based on the principles of the Declaration of Human Rights, as well as international and national tools, which show that these rights are not followed thoroughly. The analyses of the research results, either in students points of view or in teachers’ opinions, show that in school environment interactions established by students and teachers, among students themselves, go through discriminations and prejudices, sometimes as “pranks” and “jokes” as ideological strategies for hiding and dissimulation of attitudes of disrespect against human dignity, considered as a universal principle to carry out human rights. School environment is where cultural diversity and different values take place, it is then necessary that schools strengthen more and more multicultural education, in order to put forth respect to differences and human dignity.
This research aimed to analyze how human rights are understood, put in effect and lived in the educative environment of two public high schools in the educational teaching system in the city of São Luís, State of Maranhão, Brazil, from students’ perceptions and teachers’s opinions. This study aims to verify the views of youngsters and teachers in relation to the guarantee and experience of human rights in the interactions of schools environment and their manifestations in the educational practices coherently with the Declaration of Human Rights of the 1948. In the accomplishment of this study a exploratory and a descriptive research has been carried out, so that quantitative and qualitative methodology has been utilized, as a method for data collection a questionnaire with closed and open questions was utilized for pupils (45) and interviews with questions chiefly open to teachers (17), which has been structured from the guideline. The categories for analyses have been organized with tolerance and respect to differences and diversities, discriminations and prejudices in relation to color/race, gender equality (male and female), attitude of respect for sexual orientation, age difference, preoccupation and care for the environment, experience in situations of peace and solidarity, valorization and respect to cultural diversities. Studies on education and Human Rights accomplished by several researchers based on the principles of the Declaration of Human Rights, as well as international and national tools, which show that these rights are not followed thoroughly. The analyses of the research results, either in students points of view or in teachers’ opinions, show that in school environment interactions established by students and teachers, among students themselves, go through discriminations and prejudices, sometimes as “pranks” and “jokes” as ideological strategies for hiding and dissimulation of attitudes of disrespect against human dignity, considered as a universal principle to carry out human rights. School environment is where cultural diversity and different values take place, it is then necessary that schools strengthen more and more multicultural education, in order to put forth respect to differences and human dignity.
Descrição
Orientação: Maria Neves Gonçalves
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, DIREITOS HUMANOS, ESCOLAS, PRÁTICAS EDUCATIVAS, DIGNIDADE HUMANA, EDUCATION, HUMAN RIGHTS, EDUCATIONAL PRACTICES, HUMAN DIGNITY, SCHOOLS, BRASIL, BRAZIL