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Produção discente do Curso de Especialização em Educação Integral em Direitos Humanos: o lugar da educação em direitos humanos no programa mais educaçãoFormiga, Renata Matias de Almeida 31 July 2015 (has links)
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Previous issue date: 2015-07-31 / This work deals with human rights education, with the object of analysis to public school, especially education experiences in human rights, created from the More Education Program of the Ministry of Education, held in Singapore and systematized in the course monographs Specialization in Integral Education and Human Rights of Citizenship and Human Rights Center UFPB in the 2013-2014 period. The work has as main objective to analyze the student production of Integral Education Specialization Course on Human Rights, in order to understand the inclusion of human rights education in the More Education Program. The specific objectives, aims to: contextualize and systematize the pedagogical approach of the Integral Education Specialization in Human Rights NCDH-UFPB; map the problem searches for monographs on human rights and analyze the theoretical and methodological perspective adopted in monographic studies in relation to human rights education. As methodology, the study was based on a qualitative research through literature review and documentary involving the monographs of Integral Education Specialization Course on Human Rights. The inclusion of human rights in comprehensive education programs favors transversal in the curriculum in basic education. / O presente trabalho trata da educação em direitos humanos, tendo como objeto de análise a escola pública, especialmente, experiências de educação em direitos humanos criadas a partir do Programa Mais Educação do Ministério da Educação, realizadas em João Pessoa e sistematizadas em monografias do Curso de Especialização em Educação Integral e Direitos Humanos do Núcleo de Cidadania e Direitos Humanos da UFPB, no período de 2013-2014. O trabalho tem como objetivo geral analisar a produção discente do Curso de Especialização Educação Integral em Direitos Humanos, de modo a compreender a inserção da educação em direitos humanos no Programa Mais Educação. Como objetivos específicos, pretende-se: contextualizar e sistematizar a proposta pedagógica do Curso de Especialização Educação Integral em Direitos Humanos do NCDH-UFPB; mapear as problemáticas pesquisadas nas monografias relativas aos direitos humanos e analisar a perspectiva teórica e metodológica adotada nos estudos monográficos em relação à educação em direitos humanos. Como metodologia, o estudo se pautou por uma pesquisa qualitativa através da análise bibliográfica e documental do Curso de Especialização Educação Integral em Direitos Humanos. A inserção dos direitos humanos em programas de educação integral favorece a transversalidade no currículo na educação básica.
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Os direitos humanos na voz de gestores e professores: teoria e prática em escolas de rede pública de ensino no interior do estado de São Paulo / Human rights in the voice of teachers and school managers: theory and practice in São Paulo countryside's public schoolsBarbosa, Elisa Cristina Garcia [UNESP] 27 July 2018 (has links)
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Previous issue date: 2018-07-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho apresenta os resultados da pesquisa de Mestrado em Educação Escolar cujo objetivo foi levantar a percepção dos professores e gestores do ensino médio da rede pública de ensino de uma cidade interiorana do estado de São Paulo no tocante aos direitos humanos e à educação em direitos humanos. Para isso, a partir da teoria crítica, foi realizada pesquisa bibliográfica e documental, com análise do currículo do ensino médio do estado de São Paulo, além da coleta de dados empíricos por meio de entrevistas semiestruturadas com esses professores e gestores. As legislações, normativas, planos e programas que se referem aos direitos humanos, bem como à educação em direitos humanos, em âmbitos nacional e internacional, foram estudados. Também se buscou compreender a matriz dos direitos humanos na nossa sociedade atual, em especial, na América Latina e no Brasil. Verificou-se que a educação em direitos humanos tem ganhado visibilidade como uma das formas na construção de uma sociedade mais justa, igualitária e cidadã. No entanto, a partir da análise do currículo do ensino médio do estado de São Paulo, bem como da fala dos professores e gestores, também do ensino médio, da rede pública de ensino, percebe-se que ainda há um caminho longo a ser construído em direção à educação em direitos humanos, tendo em vista que a temática não encontrou espaço para ser desenvolvida no currículo analisado, tampouco era conhecida e, muitas vezes, distorcida pelos entrevistados. A partir desta pesquisa, pode-se perceber que também não há grandes incentivos governamentais no tocante à educação em direitos humanos, seja pela falta da estrutura permissiva à disseminação desses direitos, seja pela falta de políticas públicas e ações que reafirmem a necessidade e obrigatoriedade deles no contexto atual. E, por isso, se confirma o motivo pelo qual uma educação em direitos humanos, questionadora, emancipadora e reivindicatória é tão imprescindível para que esta situação se transforme. / This paper presents the results of a Master's Degree in School Education whose objective was to collect the perception of the teachers and school managers of high school in the public school network of a countryside city of the state of São Paulo related to human rights and human rights education. For this, based on the critical theory, a bibliographical and documentary research was carried out, with analysis of the high school curriculum of the state of São Paulo, as well as the collection of empirical data through semi-structured interviews with these teachers and school managers. Laws, regulations, plans and programs relating to human rights as well as human rights education, both nationally and internationally, have been studied. We also sought to understand the human rights matrix in our current society, especially in Latin America and Brazil. It has been verified that human rights education has gained visibility as one of the ways in building a more just, egalitarian and citizen society. However, from the analysis of the high school curriculum of the state of São Paulo, as well as from the teachers and school managers speech, also from the high school, from the public school system, it is noticed that there is still a long way to be built in the direction of human rights education, considering that the theme did not find space to be developed in the analyzed curriculum, nor was it known and, often, its concept was distorted by the interviewees. From this research, it can be seen that there are also no major governmental incentives regarding to human rights education, either because of the lack of a permissive structure for the dissemination of these rights, or because of the lack of public policies and actions that reaffirm their need and obligation in the current context. And for this reason, it is confirmed the reason why a human rights education, questioning, emancipating and demanding, is so essential for this situation to change. / CAPES DS: 1687494
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Educação em direitos humanos e teoria crítica: por um projeto emancipatório / Education in human rights and critical theory: for an emancipatory project.Fernando Vicente Vivaldo 10 March 2014 (has links)
O presente trabalho trata de democracia, direitos humanos e educação, a partir de uma perspectiva teórica sugerida por autores identificados com a Teoria Crítica tendo como mote principal a discussão sobre emancipação e uma reflexão sobre as potencialidades da Educação em Direitos Humanos se constituir enquanto um projeto emancipatório. Educação aqui é entendida como formação para o exercício de uma vida plena, com autonomia e liberdade, assim como a realização do princípio fundamental dos direitos humanos, que é a dignidade. Parte também de uma avaliação sobre o Brasil real, suas potencialidades tão grandes quanto os problemas cruciais das desigualdades sociais e regionais e, acima de tudo, a permanência do poder oligárquico e de costumes e mentalidades herdeiros de uma história marcada a ferro e fogo por séculos de escravidão. Os pressupostos que serviram como princípios norteadores, são: i) democracia e direitos humanos são indissociáveis, um não existe sem o outro e ambos são processos históricos e dinâmicos; ii) o fundamento dos direitos humanos é o reconhecimento da dignidade intrínseca a todo ser humano; iii) falar em emancipação supõe, sempre, a ampliação e o aprofundamento de democracia e da cidadania ativa; iv) a pedagogia da emancipação exige a ação do Estado (políticas públicas que garantam a vida digna para todos) mas também a atuação da sociedade em termos de valorização da comunidade e do acesso aos bens e serviços culturais, tanto como fruição como quanto produção. A tese associa direitos humanos e educação numa perspectiva de compreender como, através dessa associação, possa constituir-se uma nova gramática emancipatória. / This work addresses democracy, human rights and education, from a theoretical perspective suggested by authors identified with the Critical Theory having as main motto the discussion about the empowerment and reflecting on the potentiality of human rights education to constitute itself an emancipatory project. Education is understood here as a training exercise for a full life, with autonomy and freedom as well as the realization of the fundamental principle of human rights, which is dignity. Also part of an evaluation of the real Brazil, its potential is as large as the crucial problems of social and regional inequalities and, above all, the permanence of oligarchic power and customs and mentalities inherited by a history marked by blood and iron for centuries of slavery. The assumptions that served as guiding principles, are: i) democracy and human rights are inextricably linked, one does not exist without the other and both are a dynamic historical processes; ii) the foundation of human rights is the recognition of the dignity inherent in every human being; iii) speak of emancipation presupposes always, the broadening and deepening of democracy and active citizenship; iv) the pedagogy of emancipation requires state action (public policies that guarantee a dignified life for all) but also the role of society in terms of valuing community and access to cultural goods and services, as well as enjoyment and as production. The thesis combines human rights and education in order to understand how, through this association, may constitute a new emancipatory grammar.
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Extensão universitária e direitos humanos: uma análise da contribuição do programa de adoção jurídica de cidadãos presos no agreste de PernambucoSILVA, Adrielmo de Moura 25 February 2016 (has links)
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Previous issue date: 2016-02-25 / Esta pesquisa busca compreender o papel da extensão universitária na relação entre a teoria e a prática na formação profissional do estudante de Direito e na afirmação dos direitos humanos dos prisioneiros. A pesquisa parte de uma reflexão da atuação de professores e alunos em um programa de extensão universitária no agreste de Pernambuco no Sistema Penitenciário. O estudo busca discutir a função da extensão universitária, na formação social dos discentes e na prática docente nos cursos jurídicos brasileiros. Verificar a necessária relação entre teoria e prática no Ensino jurídico, numa perspectiva de complementaridade, a partir da experiência do Programa de Adoção Jurídica de Cidadãos Presos no Agreste de Pernambuco. Identificar como essa extensão contribui na promoção dos direitos humanos através do processo de formação dos discentes e na prática docente a partir do atendimento e reconhecimento da dignidade das pessoas privadas de liberdade no agreste de Pernambuco. Experiência que permite a intervenção na realidade, a partir da garantia do acesso ao Judiciário, e através da formação humanista na construção do conhecimento e na formação de discente e na prática docentes nos cursos jurídicos. A extensão universitária Programa de Adoção Jurídica de Cidadãos Presos, além da ação extensionista, busca uma perspectiva humanista e de encontro com o diferente. Os resultados apontam para a relevância da discussão sobre a promoção do acesso à justiça aos prisioneiros do agreste de Pernambuco e a formação cidadã dos discentes, a compreensão de que a ação extensionista se situa no campo da afirmação dos direitos humanos, cumpre uma função social do direito no campo do ensino. A extensão consegue retirar o direito de dentro dos muros das faculdades e trazê-lo ao mundo da vida, da exclusão, lugar onde muitos dos jovens profissionais irão atuar. Tomamos como referencial teórico o pensamento de Paulo Freire e a reflexão sobre o ensino jurídico de Boaventura de Sousa Santos como aportes principais, por se encontrarem na perspectiva de uma ciência de caráter emancipatório que reconhece a educação como instrumento essencial dos processos de transformação da realidade, a metodologia é qualitativa, trabalhamos com estudo de caso, entrevista semiestruturada e análise de conteúdo, partir de Bardin (2004). O Programa de Adoção Jurídica de Cidadãos Presos que vem garantindo a aplicabilidade dos direitos humanos dos reclusos no Agreste de Pernambuco desde 2001, atuando frente à ausência de ações jurisdicionais do Estado na afirmação do direito ao acesso a justiça, e como a extensão universitária, ao mesmo tempo em que pode contribuir na defesa dos direitos dos segregados de liberdade, possibilita que docentes e discentes do curso de direito vivenciem a relação entre teoria e prática no ensino jurídico, superando as perspectivas tradicionais e conservadoras do ensino jurídico de formação elitista e conservadora, voltada para a formação de elites e para a sociedade de consumo e distanciamento dos problemas sociais. / Research aims to understand the role of academic extension in theory-practice ratio, concerning to law student formation in the human rights topic. The study starts from a reflection on the performance of teachers and students in a university extension program for the prision system, developed in a specific State area so called Agreste. The study aims to discuss the role of extension, student social training and teaching practice in Brazilian law courses besides checking the necessary relationship between theory and practice in law education, somehow a complementary perspective from the experience of the “Adoção Jurídica de Cidadãos Presos” Program, and Identifying how this extension contributes to promote human rights, through the process of student training and teaching practice, starting from care and dignity recognition of persons deprived from freedom, in the study area. This experience allows intervention in reality, from granting access to Courts and through humanistic education, in law courses ‘knowledge-building’ specifically concerning to student training and teaching practice. The extension Program “Adoção Jurídica de Cidadãos Presos”, along with the extension action, per se, looks for humanist approach dealing with multiple perspectives. The outline results tend to demonstrate the fundamental role of ‘human rights’ discussion and to promote justice for prisoners of Pernambuco’s study area, besides the fact that the students’ civic education passes through the understanding of the extension practice as human rights affirmation, fulfilling Law’s social function in teaching practice. The extension, by itself, can demonstrate how Law should overpass academic walls and materialize itself in a trouble fulfilled life, where many professionals will act. We assume a theoretical approach based on Paulo Freire’s and the critical contributions on law education from Boaventura de Sousa Santos, mainly because they rely strongly on emancipatory nature of science perspective recognizing education as a key instrument of change and reality transformation process. The methodology is qualitative, based on Case Study and semi-structured interviews. The content analysis is based on Bardin (2004). The “Adoção Jurídica de Cidadãos Presos” Program has, certainly granted better human rights standards for prisoners in the region since 2001, acting upon the absence of state court claims in order to grant access to justice, and as an academic extension, can contribute, at the same time, assuring rights of segregated persons, freedom, allowing Law School teachers and students the experience theory and practice in law education, overcoming the traditional and conservative perspectives of elitist law education and conservative formation, detached from social problems.
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Educação e barbárie - a escola e os direitos humanos no enfrentamento à intolerância / Education and barbarism - the school and human rights against the intoleranceMoraes, Larissa Messias 13 March 2015 (has links)
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Previous issue date: 2015-03-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Since the dawn of the Greek ascension, the barbarian figure retraces back to ancient times in the
Western imagination. Consecutively, over the centuries and until present days, the idea of
barbarism figures amid the social language, being associated with different meanings in each event
and context. Recognizing the range of possible theoretical analyses, we chose to focus on
barbarism as a denial mechanism of alterity, such as indifference and intolerance, and that it comes
out with acts of discrimination and violence. We found great help in the ‘Critical Theory’ to build
this concept of barbarism, especially with the contribution of Theodor Adorno, Walter Benjamin
and Axel Honneth. Adorno’s view particularly leads us to seek in education a way to confront
these denial mechanisms as an attempt to provide a society where justice, equality and valorization
of diversity prevail. However, Adorno points out that only an education for the emancipation of its
individuals supported by human rights, could achieve that. Thus, we seek in laws, plans, principles
and researches on the Brazilian education, elements that could show us if our current education
system has acted in order to perpetuate intolerance and oppression in our society, or if it has been
directed towards this emancipation formation, getting through the critical formation and awareness
of their individual about human rights, reversing the mechanisms that lead to barbarism. / A figura do bárbaro remonta a tempos longínquos no imaginário do ocidente, desde os primórdios
da ascensão grega. Consecutivamente, a ideia de barbárie, ao longo dos séculos e até os dias de
hoje, figura em meio ao linguajar social, sendo atribuída com diferentes significados em cada
acontecimento e contexto. Reconhecendo a multiplicidade de análises teóricas possíveis, optamos
por nos focarmos na barbárie enquanto mecanismos de negação do outro, como a indiferença e a
intolerância, e que eclodem em atos de discriminação e violência. Encontramos na Teoria Crítica,
em especial nas contribuições de Theodor Adorno, Walter Benjamin e Axel Honneth, grande
auxílio para a construção deste conceito de barbárie. O pensamento de Adorno, em especial, nos
leva a buscar na educação escolar um meio de fazer frente a estes mecanismos de negação, na
intenção de possibilitar uma sociedade onde prevaleçam a justiça, a igualdade e a valorização da
diversidade. Todavia, Adorno ressalva que apenas uma educação voltada para a emancipação dos
seus indivíduos, amparada pelos direitos humanos, pode ser capaz de tal feito. Desta forma,
buscamos em leis, planos, princípios e pesquisas sobre a educação brasileira, elementos que
pudessem nos mostrar se a nossa atual educação escolar tem atuado de forma a perpetuar a
intolerância e a opressão de nossa sociedade, ou se ela tem se direcionado rumo a esta formação
que emancipe, conseguindo, por meio da formação crítica e da conscientização dos seus indivíduos
sobre os direitos humanos, reverter os mecanismos que nos levam à barbárie.
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Critical theory, adult learning and a 'xenophobia': a critical perspective on Umoja wa Afrika's human rights peer education programmeMati, Shepherd Ayanda January 2011 (has links)
Magister Educationis - MEd / The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of ‘xenophobia’ in the terrain of discrimination and the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing people’s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators’ programme enables young adults to develop a critical consciousness about human rights and ‘xenophobia’. The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter- xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher’s critical reflections. The research was located within a critical theory framework in the field of adult learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005). The key finding of the study is that the experience of the workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and ‘xenophobia’. The participants identified specific factors that contributed to such awareness. These included the diverse composition of participants, the ‘accompanying’ facilitation style, and the interactive training methodology. This study makes a contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology. / South Africa
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Moving Betty A. Reardon’s Conceptualization of Liberatory Feminist Pedagogy Forward: The Integration of Masculinities Studies, Peace Education, Feminist Scholarship and Pedagogy, and Human Rights EducationTyldesley, Valerie Evans January 2021 (has links)
No description available.
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Meta-theoretical underpinnings of human rights in the intermediate phase Life Skills curriculum / Maria Charlotte VersterVerster, Maria Charlotte January 2014 (has links)
Human rights education is a much-investigated area of research; however, what teachers
understand about human rights and the Life Skills explicit, enacted and supplementary curriculum
seems to be vague. The vagueness related to the understanding of human rights emanated from
multiple understandings of human rights that could be adhered to.
Meta-theoretical underpinnings for the understanding of human rights have been discussed in the
human rights body of scholarship. These meta-theoretical underpinnings of human rights were
philosophically clustered to develop an analytical construct to guide this inquiry. This inquiry was
focused on a contribution regarding teachers’ understanding of human rights education to augment
the infusion of a human rights culture in diverse educational contexts.
This inquiry was done, firstly, to explore the [in]consistencies between the meta-theoretical
underpinnings of human rights and how they were reflected in the explicit, enacted and
supplementary curriculum. Secondly, it was to explore how these influenced the way in which
human rights were enacted in the curriculum. These consistencies and inconsistencies were
deemed to be important because they affect the way human rights are understood and dealt with in
the classroom directly. The aims of the research were to determine the meta-theoretical
underpinnings of human rights in the intermediate phase Life Skills explicit, enacted and
supplementary curriculum; the language(s) that emerged regarding the meta-theoretical
underpinnings of human rights in the Life Skills enacted curriculum; and how the enacted and
supplementary curriculum of human rights were influenced by teachers’ understandings of the
meta-theoretical underpinnings.
A qualitative study situated in an interpretivist paradigm was undertaken, using a shadowing
methodology. Participants were purposefully selected. Data were generated by means of a
document analysis as data generation strategy of the National Curriculum Statement Curriculum
and Assessment Policy Statement document, as well as the accompanying learning study
materials, classroom observations through silent shadowing and a semi-structured one-on-one
interview with each teacher. Data were analysed by means of discourse analysis. It was empirically found that the supplementary curriculum directly related to the explicit curriculum.
The enacted curriculum revealed consistencies and inconsistencies within the explicit curriculum.
Regarding teachers’ understanding of the explicit Life Skills curriculum, it was found that the
teachers participating in this inquiry experienced limitations and restrictions regarding their own
interpretations of the explicitly provided curriculum. Even when the teachers understood human
rights slightly differently from the explicit and supplementary curriculum, they still only enacted what
was provided in the explicit curriculum.
My recommendations highlight the need to inquire about the way(s) in which teachers could be
effectively supported by the Life Skills curriculum in terms of human rights enactment. A future
essential study should inquire about the responsibility of each teacher with regard to human rights
education and the ethical implications and considerations thereof. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014
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Meta-theoretical underpinnings of human rights in the intermediate phase Life Skills curriculum / Maria Charlotte VersterVerster, Maria Charlotte January 2014 (has links)
Human rights education is a much-investigated area of research; however, what teachers
understand about human rights and the Life Skills explicit, enacted and supplementary curriculum
seems to be vague. The vagueness related to the understanding of human rights emanated from
multiple understandings of human rights that could be adhered to.
Meta-theoretical underpinnings for the understanding of human rights have been discussed in the
human rights body of scholarship. These meta-theoretical underpinnings of human rights were
philosophically clustered to develop an analytical construct to guide this inquiry. This inquiry was
focused on a contribution regarding teachers’ understanding of human rights education to augment
the infusion of a human rights culture in diverse educational contexts.
This inquiry was done, firstly, to explore the [in]consistencies between the meta-theoretical
underpinnings of human rights and how they were reflected in the explicit, enacted and
supplementary curriculum. Secondly, it was to explore how these influenced the way in which
human rights were enacted in the curriculum. These consistencies and inconsistencies were
deemed to be important because they affect the way human rights are understood and dealt with in
the classroom directly. The aims of the research were to determine the meta-theoretical
underpinnings of human rights in the intermediate phase Life Skills explicit, enacted and
supplementary curriculum; the language(s) that emerged regarding the meta-theoretical
underpinnings of human rights in the Life Skills enacted curriculum; and how the enacted and
supplementary curriculum of human rights were influenced by teachers’ understandings of the
meta-theoretical underpinnings.
A qualitative study situated in an interpretivist paradigm was undertaken, using a shadowing
methodology. Participants were purposefully selected. Data were generated by means of a
document analysis as data generation strategy of the National Curriculum Statement Curriculum
and Assessment Policy Statement document, as well as the accompanying learning study
materials, classroom observations through silent shadowing and a semi-structured one-on-one
interview with each teacher. Data were analysed by means of discourse analysis. It was empirically found that the supplementary curriculum directly related to the explicit curriculum.
The enacted curriculum revealed consistencies and inconsistencies within the explicit curriculum.
Regarding teachers’ understanding of the explicit Life Skills curriculum, it was found that the
teachers participating in this inquiry experienced limitations and restrictions regarding their own
interpretations of the explicitly provided curriculum. Even when the teachers understood human
rights slightly differently from the explicit and supplementary curriculum, they still only enacted what
was provided in the explicit curriculum.
My recommendations highlight the need to inquire about the way(s) in which teachers could be
effectively supported by the Life Skills curriculum in terms of human rights enactment. A future
essential study should inquire about the responsibility of each teacher with regard to human rights
education and the ethical implications and considerations thereof. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014
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South Africans commemorating in Poland: Making meaning through participationLow, Carol 20 May 2008 (has links)
This research report focuses on the issues for participation in public
memory projects, in the light of counter-monument critiques of audiences
being ‘rendered passive’. Interviews with people who went on the 2005
March of the Living tour to Holocaust sites in Poland and then to Israel
have been analysed in terms of themes and processes of meaningmaking.
The written text of some of the material provided to them is also
analysed.
Meanings in the interviews notably occupied two discursive spaces that
seem at odds with each other. The first was the discourse around what is
a good way to memorialise – particularly when the memory is one of such
enormity as the Holocaust. The second is the discourse around tolerance
education – how do we ‘learn lessons’ from the Holocaust?
The issues for heritage interpretation and tolerance education are explored.
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