Music has been an intrinsic part of not only my life but human life and the development of every people, society and culture throughout history. Music possesses the power to cross social, racial, cultural, economic and religious barriers and has the ability to truly touch people on a personal and emotional level which is why some even today fear the influence and impact of music. The process of trying to redeem humanitarian values can seem almost impossible in certain situations, however, human rights educators and researchers in social development have held that “change is successful when brought about at the micro-level.” Those in charge of organising human rights education (HRE) programmes need to take into account the social, political, cultural and economic contexts and the extent to which this education will have for social transformation. HRE in itself is primarily focused on building a human rights culture in communities and the programmes set up is evaluated on the basis of its realisation of this.In addition to building a human rights culture, HRE also leads to advocacy on those human rights issues. This is mostly as a result of societies where there is a struggle to embody and uphold human rights values. HRE would therefore need specific target groups and programmes following particular frameworks such as “fostering and enhancing leadership; coalition and alliance development; and personal empowerment” aimed at firstly healing of that community, its development and social transformation finally. / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2010. / A dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Gilles Cistac of the Faculty of Law, Eduardo Mondlane University, Mozambique. 2010. / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM

No description available.

"Human rights education (hereinafter HRE) squarely fits into the promotional mandate or obligation [of the African Commission on Human and Peoples' Rights]. The Commission is implementing its promotional mandate by disseminating copies of the Charter [African Charter on Human and Peoples' Rights] and sensitising governments about their responisiblities to citizens. There are also ongoing thematic human rights conferences, workshops and ad hoc training programmes throughout the continent. In addition, human rights are taught in some states over the continent as a subject by itself, especially in law faculties of universities, or as a component of interdisciplinary courses. But still, observers and specialists, notably teachers of higher education, who have a certain amount of experience in HRE, admit that there exists no African system of HRE stricto sensu. Many African states do not also have HRE programmes proper. This paper stresses the importance of HRE to avoid violations of human rights and pleads for practical steps by African states to carry out their obligations with respect to promotion of human rights. It also suggests the effective usage of the African Commission's mandate of examination of states reports for monitoring and co-ordination of HRE activities. It will do these by laying down a framework for planning, implementaiton and co-ordination of HRE programmes. ... Chapter one provides background to the study, identifies the problems to be tackled, summarises the relevant literature and introduces the objectives, hypotheses, methodology and scope of the study. Chapter two defines human rights and HRE. It also lists the goals of HRE and discusses the importance of the same. Moreover, it identifies normative foundations for HRE. Chapter three discusses the elements of efficient programmes for HRE. It identifies factors of effectiveness of HRE programmes from its design to its implementation. Chapter four deals with the role of state and non-state actors in HRE and suggests ways of building partnership samong the actors and co-ordination of efforts by the African Commission. Chapter five concludes the paper and provides [a] list of recommendations for effective HRE in Africa." -- Introduction. / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2004. / http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html / Centre for Human Rights / LLM

Em dezembro de 2011, a Assembleia Geral aprovou a Resolução 66/137 adotando a Declaração das Nações das Nações Unidas sobre a Educação e Formação em Direitos Humanos em sequencia ao processo educativo em direitos humanos - iniciado em 1948 com a Declaração dos Direitos Humanos - que vem em evolução constante, principalmente a partir da década de noventa. A Declaração é a reafirmação da comunidade internacional da necessidade de uma mudança de paradigma e valores que orientem a vida cotidiana dos indivíduos em todo o mundo e que é responsável pelo estado atual dos direitos humanos. Com a adoção deste novo documento internacional, começa o processo de difusão e disseminação do seu conteúdo visando a efetivação do direito humano à educação em direitos humanos - agora indubitavelmente positivado que, sem embargo, deverá superar diversos obstáculos estruturais para a aceitação dos princípios contidos na Declaração Universal dos Direitos Humanos, vale dizer, os valores e tradições nas sociedades baseadas no patriarcalismo e no capitalismo neoliberal. / In December, 2011, the UN General Assembly approved the Resolution 66/137 adopting the United Nations Declaration on Human Rights Education and Training following the human rights education movement started in 1948 by the Universal Declaration of Human Rights in an on-going evolution mainly as of the 90`s. The Declaration is the ratification by the international community of the need of changing paradigm and values which orient the life of individuals in daily basis worldwide and that is responsible for the current state of the human rights. With the adoption of this new international document the process of diffusion and dissemination of its content started aiming at the effectiveness of the right to human rights education. Yet, the Declaration must overcome many structural obstacles for the acceptance of its principles, in especial, the values and traditions of the societies based on the patriarchy and the neoliberal capitalism.

Submitted by Talita Santana Maciel (talita.s.maciel@hotmail.com) on 2018-03-05T18:58:40Z No. of bitstreams: 1 Dissertacao_versaofinal_EDH.pdf: 2202505 bytes, checksum: 0ef74514a8c94f382e42ec8d6e61f69e (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-03-05T20:27:42Z (GMT) No. of bitstreams: 1 maciel_ts_me_mar.pdf: 2202505 bytes, checksum: 0ef74514a8c94f382e42ec8d6e61f69e (MD5) / Made available in DSpace on 2018-03-05T20:27:42Z (GMT). No. of bitstreams: 1 maciel_ts_me_mar.pdf: 2202505 bytes, checksum: 0ef74514a8c94f382e42ec8d6e61f69e (MD5) Previous issue date: 2018-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente dissertação aborda a temática educação em direitos humanos, sob a ótica de que, devido ao contexto de exclusão e marginalização ocasionado pela ideologia neoliberal que orienta hoje a organização da sociedade, e devido às violações recorrentes aos direitos humanos, uma educação voltada para a concretização de uma cultura dos direitos humanos se faz necessária. Partiu-se de duas premissas: a escola de Educação Infantil, por ser o local de realização da primeira etapa da Educação Básica e o primeiro ambiente, depois do seio familiar, em que a criança estabelece relações sociais, é ambiente propício para o desenvolvimento de ações pedagógicas que trabalhem os valores fundamentais da educação em direitos humanos, bem como o caráter político que caracteriza tal educação; ademais, o(a) professor(a), enquanto mediador(a) das diversas relações que ocorrem no espaço escolar, é uma figura de extrema importância no processo educacional que procura desenvolver-se na perspectiva dos direitos humanos. Assim, o objetivo geral desta pesquisa consistiu em verificar quais as concepções de professores(as) de Educação Infantil acerca da educação em direitos humanos em uma escola pública municipal da cidade de Marília, e discuti-las a partir das bases presentes nos documentos nacionais que orientam a educação em direitos humanos. Os seguintes questionamentos guiaram o processo de investigação: quais as concepções acerca da educação em direitos humanos que possuem professores(as) de Educação Infantil, em uma escola pública municipal da cidade de Marília? Tais concepções vão ao encontro das propostas e políticas para a educação em direitos humanos presentes em documentos oficiais e na bibliografia selecionada? No que concerne aos procedimentos metodológicos, realizou-se, portanto, pesquisa de campo, pesquisa bibliográfica e documental. A entrevista semiestruturada e a técnica de análise de conteúdo nortearam, respectivamente, a coleta e a análise dos dados. Os resultados do estudo indicaram que as noções de direitos humanos que possuem o professor e as professoras que constituíram o quadro de sujeitos desta pesquisa, relacionam-se a questões político-sociais, além de apontarem para a dimensão da formação ética e referenciarem um processo errôneo de reconhecimento dos direitos humanos como direitos que não deveriam proteger a todos e todas. Concluiu-se que, de maneira geral, as concepções de direitos humanos, democracia e cidadania das profissionais e do profissional entrevistadas(o) estão permeadas pelo discurso neoliberal, no qual os direitos humanos confundem-se com os próprios direitos; a democracia limita-se ao modelo de representação e a cidadania aproxima-se mais da ótica passiva do que da ativa. Pode-se considerar, por fim, que, embora haja reconhecimento, por parte dos sujeitos da pesquisa, da importância de um trabalho pedagógico que contemple os direitos humanos, as concepções acerca da educação em direitos humanos proferidas por eles distanciam-se da bibliografia selecionada e do discurso oficial presente no Plano Nacional de Educação em Direitos Humanos e nas Diretrizes Nacionais para a Educação em Direitos Humanos. / This dissertation deals with the theme of human rights education, considering that, due to the context of exclusion and marginalization caused by the neoliberal ideology that today guides the organization of society, and due to the recurrent violations of human rights, an education turned to realization of a human rights culture is necessary. It was based on two premises: the Preschool, because it is the place where the first stage of Basic Education takes place and the first environment, after the family environment, in which the child establishes social relations, is an environment conducive to the development of pedagogical actions that work the fundamental values of education in human rights, as well as the political character that characterizes such education; in addition, the teacher, as mediator of the various relationships that occur in the school space, is a figure of extreme importance in the educational process that seeks to develop in the perspective of human rights. Thus, the general objective of this research was to verify the conceptions of Preschool teachers about human rights education in a municipal public school in the city of Marília, and to discuss them from the bases present in the national documents that guides the human rights education. The following questions guided the research process: what are the conceptions about human rights education that have Preschool teachers in a municipal public school in the city of Marília? Do such conceptions meet the proposals and policies for human rights education that contains in official documents and the selected bibliography? What that refers to methodological procedures was made a field research, bibliographical and documentary research. The semistructured interview and the technique of content analysis guided, respectively, the data collection and analysis. The results of the study indicated that the notions of human rights that have the teachers who constituted the framework of subjects of this research, relate to socio-political issues, besides pointing to the dimension of ethical formation, and referencing an erroneous process recognition of human rights as rights that should not protect everyone. It was concluded that, in a general way, the conceptions of human rights, democracy and citizenship of the professionals interviewed are permeated by neoliberal discourse, in which human rights are confused with the rights themselves; the democracy is limited to the model of representation, and the citizenship is closer to the passive than to the active. Finally, it can be considered that, although there is recognition by the research subjects of the importance of a pedagogical work that contemplates human rights, the conceptions about human rights education said by them grow up the distance from the selected bibliography and of the official discourse present in the National Human Rights Education Plan and the National Guidelines for Human Rights Education.

Em dezembro de 2011, a Assembleia Geral aprovou a Resolução 66/137 adotando a Declaração das Nações das Nações Unidas sobre a Educação e Formação em Direitos Humanos em sequencia ao processo educativo em direitos humanos - iniciado em 1948 com a Declaração dos Direitos Humanos - que vem em evolução constante, principalmente a partir da década de noventa. A Declaração é a reafirmação da comunidade internacional da necessidade de uma mudança de paradigma e valores que orientem a vida cotidiana dos indivíduos em todo o mundo e que é responsável pelo estado atual dos direitos humanos. Com a adoção deste novo documento internacional, começa o processo de difusão e disseminação do seu conteúdo visando a efetivação do direito humano à educação em direitos humanos - agora indubitavelmente positivado que, sem embargo, deverá superar diversos obstáculos estruturais para a aceitação dos princípios contidos na Declaração Universal dos Direitos Humanos, vale dizer, os valores e tradições nas sociedades baseadas no patriarcalismo e no capitalismo neoliberal. / In December, 2011, the UN General Assembly approved the Resolution 66/137 adopting the United Nations Declaration on Human Rights Education and Training following the human rights education movement started in 1948 by the Universal Declaration of Human Rights in an on-going evolution mainly as of the 90`s. The Declaration is the ratification by the international community of the need of changing paradigm and values which orient the life of individuals in daily basis worldwide and that is responsible for the current state of the human rights. With the adoption of this new international document the process of diffusion and dissemination of its content started aiming at the effectiveness of the right to human rights education. Yet, the Declaration must overcome many structural obstacles for the acceptance of its principles, in especial, the values and traditions of the societies based on the patriarchy and the neoliberal capitalism.

A Educação em Direitos Humanos é entendida, hoje, como um conjunto de processos de educação formal e não formal, orientados para a construção de uma cultura de respeito à dignidade humana, através da promoção e da vivência dos valores democráticos e republicanos, da liberdade, da justiça, da igualdade, da solidariedade, da cooperação, da tolerância e da paz. O objetivo principal desta pesquisa consiste em aprofundar o conhecimento sobre essa nova área de reflexão e de vivência no campo educacional que tem sido objeto de intervenções institucionais e do crescente interesse de dirigentes políticos, educadores, pesquisadores, militantes, entidades religiosas e organizações da sociedade civil ONGs. A partir da premissa sobre o vínculo inarredável entre democracia, Direitos Humanos e educação, trata-se de, com base no trabalho de levantamento e sistematização do que tem sido pensado e feito nesta área, provocar o debate e suscitar questões para a consolidação e o constante aperfeiçoamento do reconhecimento institucional e social de tais projetos, visando, igualmente, a melhoria das relações educacionais e sociais, na escola e fora dela. A dissertação apresenta uma abordagem histórica da educação em Direitos Humanos em nosso país, seus marcos normativos inclusive através dos planos governamentais - e experiências mais significativas. Apresenta também um balanço da produção brasileira sobre o tema, suas especificidades e regularidades. / The Human Rights Education is understood, today, as a process of formal and informal education, oriented for the construction of a culture of respect for the human being dignity, through the promotion of the democratic and republican values, of liberty, justice, equality, solidarity, cooperation, tolerance, and peace. The main goal of this research is to promote a deep understanding of this new area of reflection in the educational field, which has been the object of many institutional interventions and growing interest of politicians, educators, researchers, activity, religious entities and civil society organizations - NGOs. From the premise about the intrinsic bond between education, democracy and human rights, with the survey work and systematization of what has been thought and done in this area, this research wish to provoke the debate and bring new questions for the consolidation and the constant improvement of the institutional and social recognition of such project, aiming equally the improvement of social and educational relations at schools and outside. The dissertation shows an historical approach of education in Human Rights in our country, their normative milestones inclusive through governmental plans - and most significant experiences. It also shows a balance of brazilian production about this theme, their specificities and regularities.

The global approach that pleads for the equality of all human beings and respect for human rights reaches children as well. Universal human rights should be awarded to all people and for all institutions, and, therefore, schools and children are no exception. Children's rights form an integral part of human rights. This study sets out to explore a management model to assist teachers in implementing children's rights. The study argues that schools are expected to be places of support and respect for children's rights. Instead, extreme violations take place in some schools. This occurs in spite of the children's rights laws that are in place. Most of the human rights transgressions are committed by teachers. The study offers a new approach for teachers to respect and promote children's rights in schools. The new approach is in the form of a model. A literature study and empirical research were undertaken, including national and international factors influencing children's rights. A number of serious gross violations were also explored. Qualitative focus groups and in-depth interviews formed the basis of the empirical research. Finally, a content analysis was conducted to categorise and evaluate data. The findings revealed that teachers still use corporal punishment, even if it is totally outlawed. Other violations discovered included the following: verbal abuse, sexual relationships with girl learners, failure by teachers to attend classes and failure to treat all learners equally. Recommendations in this study emphasise the need to train student teachers regarding human rights education. An induction programme for newly appointed teachers is viewed as ideal. Workshops are also recommended for both the teachers and Teacher Liaison Officers (TLO’s). The study finally identified areas in which further research should be done. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

The global approach that pleads for the equality of all human beings and respect for human rights reaches children as well. Universal human rights should be awarded to all people and for all institutions, and, therefore, schools and children are no exception. Children's rights form an integral part of human rights. This study sets out to explore a management model to assist teachers in implementing children's rights. The study argues that schools are expected to be places of support and respect for children's rights. Instead, extreme violations take place in some schools. This occurs in spite of the children's rights laws that are in place. Most of the human rights transgressions are committed by teachers. The study offers a new approach for teachers to respect and promote children's rights in schools. The new approach is in the form of a model. A literature study and empirical research were undertaken, including national and international factors influencing children's rights. A number of serious gross violations were also explored. Qualitative focus groups and in-depth interviews formed the basis of the empirical research. Finally, a content analysis was conducted to categorise and evaluate data. The findings revealed that teachers still use corporal punishment, even if it is totally outlawed. Other violations discovered included the following: verbal abuse, sexual relationships with girl learners, failure by teachers to attend classes and failure to treat all learners equally. Recommendations in this study emphasise the need to train student teachers regarding human rights education. An induction programme for newly appointed teachers is viewed as ideal. Workshops are also recommended for both the teachers and Teacher Liaison Officers (TLO’s). The study finally identified areas in which further research should be done. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

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Agradecemos a compreensão. on 2018-09-10T19:20:38Z (GMT) / Submitted by MARCOS FERNANDES SABADINI (sabadini10marcos@hotmail.com) on 2018-09-10T20:56:43Z No. of bitstreams: 1 Dissertação de Mestrado.pdf: 1669651 bytes, checksum: f497ff9dab868d90fe30330ebaaee794 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-09-11T14:44:54Z (GMT) No. of bitstreams: 1 sabadini_mf_me_sjrp.pdf: 1669651 bytes, checksum: f497ff9dab868d90fe30330ebaaee794 (MD5) / Made available in DSpace on 2018-09-11T14:44:54Z (GMT). No. of bitstreams: 1 sabadini_mf_me_sjrp.pdf: 1669651 bytes, checksum: f497ff9dab868d90fe30330ebaaee794 (MD5) Previous issue date: 2018-08-10 / A Educação em Direitos Humanos (EDH) é um processo sistemático que envolve a educação formal e não formal orientada para a criação de uma cultura universal dos direitos humanos, do respeito à dignidade humana e das liberdades, da apreensão de conhecimentos historicamente construídos, da promoção de valores, atitudes e comportamentos como a tolerância, a justiça, a igualdade, a solidariedade e a paz e de práticas voltadas ao desenvolvimento da democracia e à formação do sujeito de direitos. Educar em e para os Direitos Humanos é uma possibilidade de formar as novas gerações a partir de novas perspectivas de compreensão dos humanos. Nessa perspectiva, entende-se que o currículo é um meio de inserção dessa forma de educar. Assim, a pesquisa busca identificar a presença de conteúdos, valores e práticas convergentes com a Educação em Direitos Humanos no Currículo Oficial do Estado de São Paulo. Trata-se de uma pesquisa aplicada que visa gerar conhecimentos voltados à prática pedagógica escolar. Do ponto de vista da forma de abordagem do problema, refere-se a uma pesquisa qualitativa e as técnicas utilizadas em seu desenvolvimento são pesquisa bibliográfica e documental. Adota-se como referência bibliográfica a produção de autores que têm contribuído para a reflexão sobre os conteúdos de Educação em Direitos Humanos. Os documentos analisados são de âmbito nacional e estadual: Plano Nacional de Educação em Direitos Humanos, Programa Nacional de Direitos Humanos PNDH-3, Diretrizes Nacionais de Educação em Direitos Humanos e Currículo Oficial do estado de São Paulo. A pesquisa documental, utilizada para levantamento de critérios de análise, partiu das recomendações dos documentos nacionais orientadores da EDH, por meio dos quais se formulou uma matriz utilizada para analisar o currículo do estado de São Paulo. O tratamento dos dados foi feito por meio da análise de conteúdo. Como resultados, encontramos uma relação de conteúdos, valores e práticas convergentes em EDH no currículo estadual paulista concentrados na área de humanas, nas disciplinas de Filosofia, Sociologia, História e Geografia. No entanto, pode-se questionar se essa relação tem vínculo direto com EDH ou se coincide com o próprio caráter e conteúdo das disciplinas, uma vez que a alusão direta aos Direitos Humanos e à dignidade humana são escassas. Conclui-se que as investigações realizadas sobre o currículo estadual paulista são necessárias para uma melhor compreensão de sua organização e para a reflexão crítica sobre a incidência das indicações de políticas nacionais na proposta estadual para a Educação em Direitos Humanos / Human Rights Education (HRE) is a systematic process involving formal and nonformal education aimed at creating a universal culture of human rights, respect for human dignity and freedoms, apprehending historically constructed knowledge, promotion of values, attitudes and behaviors such as tolerance, justice, equality, solidarity and peace, and practices aimed at the developing of democracy and the formation of the subject of rights. Educating in and for Human Rights is a possibility to train the new generations within new perspectives of human understanding. Within this perspective, it is understood that the curriculum is a means of insertion of this way of educating. Thus, the research seeks to identify the presence of contents, values and practices convergent with Human Rights Education in the Official Curriculum of the State of São Paulo. It is an applied research that aims at generating knowledge focused on the pedagogical practice of the school. The approach to the problem is qualitative and the techniques used in its development are bibliographic and documentary research. It is adopted as a bibliographical reference the production of authors who have contributed to the reflection on the contents of Education in Human Rights. The documents analyzed are national and state: National Plan for Human Rights Education, National Program on Human Rights 3, National Guidelines for Human Rights Education and the official curriculum of the state of São Paulo. The documentary research, used to gather criteria for analysis, started from the recommendations of the national HRE guiding documents, through which a matrix was used to analyze the curriculum of the state of São Paulo. The data were processed through content analysis. As results, we find a relation of contents, values and practices convergent in HRE in the São Paulo state curriculum concentrated in the area of humanities, in the disciplines of Philosophy, Sociology, History and Geography. However, one may question whether this relationship is directly linked to HRE or if it coincides with the character and content of the disciplines, since the direct allusion to human rights and human dignity is scarce. It is concluded that the investigations carried out on the São Paulo state curriculum are necessary for a better understanding of its organization and for the critical reflection on the incidence of national policy indications in the state proposal for Human Rights Education.