Considerando os princípios da igualdade, solidariedade e direito à diferença, que regem a Constituição Federal e os documentos internacionais de Direitos Humanos, o presente trabalho, com base em produção teórica da área da psicologia social, antropologia, direito e educação e experiência empírica, investiga os componentes presentes nas relações sociais entre os jovens brancos e negros, que se caracterizam como componentes fornecidos pela cultura brasileira que contribuem para a perpetuação das condutas preconceituosas e da discriminação étnico-racial contra os negros e, conseqüentemente, a desigualdade racial no Brasil. Para a investigação empírica, foram realizadas entrevistas, por meio de um questionário semi-estruturado, com os jovens brancos e negros cotistas que são alunos de algumas universidades brasileiras que implementaram a política de ação afirmativa por meio de cotas raciais. Tudo isso com a finalidade de produzir elementos que venham contribuir para o desenvolvimento de programas educacionais que tenham como objetivo efetivamente promover a eliminação da discriminação racial e o convívio mais igualitário nas relações sociais em um contexto de diversidade, como é o caso da Educação em Direitos Humanos. / Considering that the fundaments of the Brazilian Federal Constitution and the international documents of Human Rights lies under the principals of equality, solidarity and the rights of diversity, this research, based on academic theory of the social psychology, anthropology, law and education subject, including also empiric research, investigates the Brazil cultural components that lies in the youths white and black social relations, and contribute for the perpetuation of ethnic prejudices behaviors and racial discrimination against black population, and, therefore, to the racial inequality in Brazil. The empiric investigation was realized through some interviews using semiframework questionnaires on white and black students in some Brazilians universities witch implemented the politic of affirmative action of racial quote. The purpose of this was to produce elements that will contribute to the development of educational programs that have, as their goal, effectively promote the elimination of the racial discrimination and the equality conviviality at the social relations in the diversity context, accordant with the Human Rights Education.

A presente dissertação tem como tema a educação em direitos humanos nas áreas de alta vulnerabilidade social de entorno dos postos do Programa Centro de Integração da Cidadania, ligado à Secretaria da Justiça e da Defesa da Cidadania do Governo do Estado de São Paulo. Seu objetivo é apresentar o potencial que um programa dessa natureza possui para a educação em direitos humanos, tornando-se assim um espaço de promoção do acesso à justiça pela via do conhecimento acerca dos direitos de cada cidadão. Para tanto, foram percorridos os seguintes passos: pesquisa bibliográfica sobre o tema e pesquisa de campo, por meio de acompanhamento do dia a dia do Programa e da implementação de projetos voltados para o cumprimento do objetivo de promoção de cidadania e direitos humanos na periferia de São Paulo como o Projeto Centro de Referência da Juventude - Espaço Jovem Consumidor, Projeto Núcleos de Mediação Comunitária e o Projeto de Educação Política. Com isso, pôde-se concluir que a educação em direitos humanos apresenta-se como um forte e poderoso instrumento na asserção dos direitos, porém, deve ser vista como mais um instrumento e não o único, uma vez que a democratização definitiva do acesso à justiça depende de uma transformação radical no sistema jurídico/judiciário brasileiro. / The present dissertation is themed human rights education in the areas of high social vulnerability surrounding the Centers of Integration of Citizenship Program linked to the Secretary of Justice and Defense of Citizenship of the State Government of São Paulo. Its goal is to present the potential that a program of this nature has for human rights education, thus becoming an area of promoting access to justice through knowledge about the rights of every citizen. To achieve this purpose, the following steps were taken: bibliographical research on the topic and field research, through day-to-day monitoring of the program and the implementation of projects aimed at achieving the goal of promoting human rights and citizenship in the outskirts of the city of São Paulo as the reference Centre Youth Project-Space Young Consumer, Community Mediation Centers Project and the project of Political Education. With this, it might be concluded that human rights education is a strong and powerful tool in the assertion of rights, however, must be seen as an instrument and not the only one, since the ultimate democratization of access to justice depends on a radical transformation in the legal/judicial system of Brazil.

Made available in DSpace on 2016-04-26T20:23:18Z (GMT). No. of bitstreams: 1 Rafael Rocha Paiva Cruz.pdf: 1376364 bytes, checksum: d6feaa3ffc104939453183f2b4678859 (MD5) Previous issue date: 2014-09-08 / The purpose of this thesis is to analyze human rights education and its relationships with the realization of human rights and democracy, with emphasis on processes of discrimination and exclusion, as well as the role of Legal Services in the aforementioned field. This analysis is justified by the currency and importance of the subject in both national and international settings, and its relationship with constitutional principles and objectives. The hypothesis is that human rights education can contribute significantly to the realization of democracy and human rights, including in cases involving discrimination and exclusion, and that Legal Services have an important role therein. First, the meanings and main issues pertaining to education, human rights and democracy are analyzed in association with the subject are analyzed in a historical-critical study. Then, the several aspects of human rights education and applicable national and international regulations are examined. Finally, this work demonstrates the significant capabilities of human rights education to contribute to human rights and democracy realization, particularly in favor of discriminated and excluded individuals and groups, as well as the relevant role of Legal Services in this field, thus confirming the thesis / Esta dissertação objetiva estudar a educação em direitos humanos e suas relações com a efetivação dos direitos humanos e da democracia, com atenção especial aos processos de discriminação e exclusão, bem como analisar o papel da Defensoria Pública nessa seara. Justifica-se o estudo pela atualidade e importância do tema nos cenários nacional e internacional e pela relação com os fundamentos e objetivos constitucionais. A hipótese é de que a educação em direitos humanos pode fornecer relevantes contribuições para a efetivação da democracia e dos direitos humanos, inclusive nas questões que envolvem discriminação e exclusão, e que a Defensoria Pública tem importante atuação nesse sentido. Para tanto, inicialmente, a partir de um estudo histórico-crítico, analisam-se os sentidos e as principais questões da educação, dos direitos humanos e da democracia que se relacionam com o tema. Após, verificam-se os diversos aspectos da educação em direitos humanos e a normativa aplicável existente no âmbito internacional e nacional. Ao final, mostram-se as importantes capacidades da educação em direitos humanos contribuir para a efetivação dos direitos humanos e da democracia, especialmente em favor das pessoas e grupos discriminados e excluídos, bem como o relevante papel da Defensoria Pública nessa seara, confirmando-se a tese

<p>The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of &lsquo / xenophobia&rsquo / in the terrain of discrimination and&nbsp / 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&nbsp / people&rsquo / s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators&rsquo / programme enables young adults to develop a critical consciousness about human rights and &lsquo / xenophobia&rsquo / . 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&nbsp / methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher&rsquo / s critical reflections. The research was located within a&nbsp / critical theory framework in the field of adult&nbsp / learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005).&nbsp / The key finding of the study is that the experience of the&nbsp / workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and &lsquo / xenophobia&rsquo / . The participants identified specific factors that&nbsp / contributed to such awareness. These included the diverse composition of participants, the &lsquo / accompanying&rsquo / facilitation style, and the interactive training methodology. This study makes a&nbsp / 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&nbsp / 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.&nbsp / </p>

<p>The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of &lsquo / xenophobia&rsquo / in the terrain of discrimination and&nbsp / 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&nbsp / people&rsquo / s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators&rsquo / programme enables young adults to develop a critical consciousness about human rights and &lsquo / xenophobia&rsquo / . 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&nbsp / methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher&rsquo / s critical reflections. The research was located within a&nbsp / critical theory framework in the field of adult&nbsp / learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005).&nbsp / The key finding of the study is that the experience of the&nbsp / workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and &lsquo / xenophobia&rsquo / . The participants identified specific factors that&nbsp / contributed to such awareness. These included the diverse composition of participants, the &lsquo / accompanying&rsquo / facilitation style, and the interactive training methodology. This study makes a&nbsp / 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&nbsp / 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.&nbsp / </p>

This thesis reports on a study on human rights education and values of the girl–child in the Eastleigh community in Nairobi Kenya. The investigation indicated that her right to education is marginalised and that in the many cases cultural and religious beliefs dominate the need to equal access to education. This research identified perceived factors that may influence the infusion of human rights education and values in the teaching–learning practice of selected secondary schools in the Eastleigh community, and propose possible curriculum guidelines that are feasible to foster the education of the girl–child. The researcher explores the perception of teachers and students in four selected schools (code named A, B, C, D) in the community and analyses the extent of gender–equality in the school curriculum. Using a qualitative research approach that employed the phenomenological method of enquiry, face–to–face interviews were conducted with 20 teachers in four secondary schools, five in each school. Questionnaires were served on 200 girl–students of Grades 11 and 12, fifty per school selected using a purposeful sampling method. The curriculum in selected subjects of the secondary schools was analysed. The analyses of all the research instruments led to the discovery of the factors influencing the infusion of human rights education and values in the teaching–learning of the selected schools. Top on the list of these factors are the problems of teacher–student ignorance of human rights education and values. Other factors are gender–fair deficiency in the school curriculum, school–slum environments and combined religio–cultural dilemmas that place constraints on the educational environment of girl–children in the multicultural community. To foster the education of the girl–child, thirteen curriculum guidelines clustered under three broad groups are proposed. Firstly, under the modified curriculum content, subjects that project human rights education and values need to be made compulsory for all students, though at different class levels. Subjects with low or no gender–fair objectives need to be modified in order that human rights education and values could be taught across the school curriculum. Secondly, there is the need for context–relevant curriculum planning that embraces cultural and religious issues and communicating values in the schooling system. Thirdly, a democratic school atmosphere is the product of curriculum efforts that is geared towards training genderresponsive teachers, ensuring gender equality and promoting extracurricular activities favouring multicultural awareness and respect among students. This research contributes to the development of a curriculum engaged in advancing human rights education and values of the girl–child especially in patriarchal urban settings of East–Africa. It draws attention to the often neglected educational empowerment of the girl–child to foster her role and to provide opportunities in a contemporary global environment. / Thesis (PhD (Teaching and Learning))--North-West University, Potchefstroom Campus, 2012.

This thesis reports on a study on human rights education and values of the girl–child in the Eastleigh community in Nairobi Kenya. The investigation indicated that her right to education is marginalised and that in the many cases cultural and religious beliefs dominate the need to equal access to education. This research identified perceived factors that may influence the infusion of human rights education and values in the teaching–learning practice of selected secondary schools in the Eastleigh community, and propose possible curriculum guidelines that are feasible to foster the education of the girl–child. The researcher explores the perception of teachers and students in four selected schools (code named A, B, C, D) in the community and analyses the extent of gender–equality in the school curriculum. Using a qualitative research approach that employed the phenomenological method of enquiry, face–to–face interviews were conducted with 20 teachers in four secondary schools, five in each school. Questionnaires were served on 200 girl–students of Grades 11 and 12, fifty per school selected using a purposeful sampling method. The curriculum in selected subjects of the secondary schools was analysed. The analyses of all the research instruments led to the discovery of the factors influencing the infusion of human rights education and values in the teaching–learning of the selected schools. Top on the list of these factors are the problems of teacher–student ignorance of human rights education and values. Other factors are gender–fair deficiency in the school curriculum, school–slum environments and combined religio–cultural dilemmas that place constraints on the educational environment of girl–children in the multicultural community. To foster the education of the girl–child, thirteen curriculum guidelines clustered under three broad groups are proposed. Firstly, under the modified curriculum content, subjects that project human rights education and values need to be made compulsory for all students, though at different class levels. Subjects with low or no gender–fair objectives need to be modified in order that human rights education and values could be taught across the school curriculum. Secondly, there is the need for context–relevant curriculum planning that embraces cultural and religious issues and communicating values in the schooling system. Thirdly, a democratic school atmosphere is the product of curriculum efforts that is geared towards training genderresponsive teachers, ensuring gender equality and promoting extracurricular activities favouring multicultural awareness and respect among students. This research contributes to the development of a curriculum engaged in advancing human rights education and values of the girl–child especially in patriarchal urban settings of East–Africa. It draws attention to the often neglected educational empowerment of the girl–child to foster her role and to provide opportunities in a contemporary global environment. / Thesis (PhD (Teaching and Learning))--North-West University, Potchefstroom Campus, 2012.

由M. McLuhan「地球村」與聯合國「世界鄰居」概念所洞見出世界的新景象，可讓人覺察到各國日益綿密之聯結。此種快速發展、且彼此牽動的網路系統，在國際間思想和價值傳遞上的影響更是迅速於過往，當我們將台灣目前的教育人權置於此一脈絡下檢視，更可發覺在國際人權法典的普世價值下，是必然要面對與追尋的道路－本研究計畫企圖以教育人權的哲學和法性格論證為分析基礎，演繹國際人權法典的教育概念與保障，對照台灣的教育法保障，進而反思全球普遍性價值與台灣在地價值的轉化。本研究論文擬以六個章節進行，先就國內現況、教育法學需求與普世化內涵疑義作為研究問題意識，從教育人權的脈絡與理論基礎開始理解，詮釋國際人權法典中的教育涵義，進而比較台灣教育人權法制中的現況與轉化，以後兩者為分析的兩大軸線，綜合論證各層面之癥結問題。嘗試就教育哲學與教育法學的跨領域對話方式建構出人權教育實踐的整全面向。 / From the concepts of global village by M. McLuhan and our global neighborhood by UN, the connections of ideas and values between nations are closer than ever. Under the influence of globalize tendency, this research tries to take philosophy and jurisprudence of the right to education as basis, analyzes the educational concepts from the international bill of human rights and comprises to the education law in Taiwan. This research, contains six chapters, begins from the critics to universal human rights and present education law in Taiwan, following by the historical development and theories of the right to education, and then analyze to international bill of human rights which connect to education. Lastly, with the intercources between the educational philosophy and law, this study provides full ranges of stretigies in emplementing human right education.

Submitted by Carolina Zanelli Silva Fava (cazanelli@hotmail.com) on 2018-09-06T22:05:13Z No. of bitstreams: 1 Carolina Zanelli Silva Fava - Pós-Graduação - Ensino e Processos Formativos.pdf: 2020258 bytes, checksum: c60417ce5118d698fabefc9bbeeb6d07 (MD5) / Rejected by Elza Mitiko Sato null (elzasato@ibilce.unesp.br), reason: Solicitamos que realize correções na submissão seguindo as orientações abaixo: Problema 01) Solicito que corrija a descrição na natureza da pesquisa: Dissertação apresentada como parte dos requisitos para obtenção do título de Mestre em Ensino e Processos Formativos, junto ao Programa de Pós- Graduação em Ensino e Processos Formativos, do Instituto de Biociências, Letras e Ciências Exatas da Universidade Estadual Paulista “Júlio de Mesquita Filho”, Câmpus de São José do Rio Preto. Problema 02) Na página 224 há um erro de configuração. OBS:-Estou encaminhando via e-mail o template/modelo das páginas pré-textuais para que você possa fazer as correções, sugerimos que siga este modelo pois ele contempla as normas da ABNT Lembramos que o arquivo depositado no repositório deve ser igual ao impresso, o rigor com o padrão da Universidade se deve ao fato de que o seu trabalho passará a ser visível mundialmente. Agradecemos a compreensão. on 2018-09-10T13:12:01Z (GMT) / Submitted by Carolina Zanelli Silva Fava (cazanelli@hotmail.com) on 2018-09-10T13:57:33Z No. of bitstreams: 1 Carolina Zanelli Silva Fava - Mestrado - FINAL - CORRIGIDO.pdf: 2159766 bytes, checksum: 3e12d9c00917d39192bedb1f4b58cfe6 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-09-10T14:47:22Z (GMT) No. of bitstreams: 1 fava_czs_me_sjrp.pdf: 2159766 bytes, checksum: 3e12d9c00917d39192bedb1f4b58cfe6 (MD5) / Made available in DSpace on 2018-09-10T14:47:22Z (GMT). No. of bitstreams: 1 fava_czs_me_sjrp.pdf: 2159766 bytes, checksum: 3e12d9c00917d39192bedb1f4b58cfe6 (MD5) Previous issue date: 2018-08-10 / O estudo tem por objetivo verificar se conteúdos, valores, metodologia participativa, cidadania e práticas relativos à Educação em Direitos Humanos (EDH) estão presentes nos Projetos Político-Pedagógicos que orientam a Fundação CASA e as escolas vinculadoras, que respondem pela educação formal de adolescentes que cumprem medida socioeducativa em regime fechado no estado de São Paulo. A EDH tornou-se obrigatória no Brasil a partir de 2012, com a formulação de Diretrizes Nacionais para Educação em Direitos Humanos pelo Conselho Nacional de Educação; antes disso, porém, o Estado brasileiro já havia se comprometido com este tipo de educação por meio do Plano Nacional de Educação em Direitos Humanos e do Programa Nacional de Direitos Humanos. No estado de São Paulo, a instituição responsável pelos adolescentes que cumprem medida socioeducativa de internação é a Fundação CASA, e o direito à educação formal desses adolescentes é garantido por meio de escolas estaduais vinculadoras, que atuam dentro dos centros da Fundação. A abordagem do problema é qualitativa e os objetivos do estudo são exploratórios. Os procedimentos técnicos são pesquisa bibliográfica, com o intuito de definir conceitualmente os objetos centrais do estudo, e a análise documental. Toma-se como referência os documentos nacionais que trazem indicações e recomendações sobre como desenvolver a EDH em todas as redes e modalidades de ensino; por se tratarem de documentos oficiais do Estado Brasileiro, espera-se que suas orientações estejam presentes nos PPPs de educação básica do país e, ao mesmo tempo, as orientações oriundas da lei sobre sistema socioeducativo estejam presentes nas instituições que realizam esse processo, de acordo com o Sistema de Garantia de Direitos da Criança e do Adolescente. O percurso metodológico deu-se por meio da realização de duas etapas sucessivas. A primeira consiste na elaboração de um instrumento de análise que consiste na síntese de orientações convergentes e recorrentes nos documentos que pudessem ser sintetizadas em critérios legítimos e coerentes com os documentos que embasam a EDH. A segunda foi a análise dos PPPs. Foram analisados três PPPs de escolas e dois PPPs da Fundação CASA. Os resultados indicam que os conteúdos, valores, metodologia participativa, cidadania e práticas relativos à EDH estão presentes nas escolas, cerca de 50% dos critérios estabelecidos pelo instrumento estão contemplados pelos documentos. Em relação aos PPP-CASA, observa-se que a dimensão que encontra maior correspondência entre os critérios estabelecidos e os documentos analisados são os valores. Quanto aos critérios relativos aos conteúdos da EDH, observa-se que cerca de 50% são contemplados. As metodologias participativas, a cidadania e as práticas de EDH são as dimensões menos presentes nos documentos analisados. No entanto, nota-se, também, que a referência direta aos Direitos Humanos e conteúdos que tratam especificamente desses direitos é pequena. / This study aims at verifying if contents, values, participatory methodology, citizenship and practices related to Human Rights Education (HRE) are present in Political- Pedagogical Projects that guide CASA Foundation and linking schools that respond for the formal education of adolescents who they comply with a socio-educational measure in a closed regime in the State of São Paulo. EDH became mandatory in Brazil in 2012 with formulation of National Guidelines for Education in Human Rights by the National Education Council, before that, however, the Brazilian State had already committed to this type of education through the Plan National Human Rights Education and the National Human Rights Program. In the state of São Paulo, the institution responsible for the adolescents that comply with socio-educational measures of hospitalization is CASA Foundation and the right to formal education of these adolescents is guaranteed through state schools that work within the Foundation’s centers. The approach to the problem is qualitative and the objectives of the study are exploratory. Technical procedures are bibliographic research with the purpose of defining conceptually the central objects of study and documentary analysis. It is taken as a reference the national documents that provide indications and recommendations on how to develop HRE in all networks and teaching modalities, because they are official documents of the Brazilian State, it is expected that their orientations will be present in basic education PPPs of the country and at the same time the guidelines from the law on socio-educational system are present in the institutions that carry out this process, according to the System of Guarantee of Rights of the Child and the Adolescent. The methodological course was accomplished through two successive stages. Firstly, the elaboration of an analysis instrument consisting of the synthesis of convergent and recurrent orientations in documents that could be synthesized in criteria that are legitimate and consistent with the documents that support the HRE. The second step was the analysis of PPPs. Three PPPs from schools and two PPPs from CASA Foundation were analyzed. Results indicate that content, values, participatory methodology, citizenship and practices related to HRE are present in schools, about 50% of the criteria established by the instrument are covered by the documents. About PPPCASA, it is observed that the dimension that finds the highest correspondence between established criteria and analyzed documents are values. Regarding the contents of EDH, it is observed that around 50% are contemplated. Participatory methodologies, citizenship and HRE practices are the least present dimensions in the documents analyzed. However, it is also noted that direct reference to Human Rights and contents that specifically deal with these rights is small.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-02-01T11:34:19Z No. of bitstreams: 1 arquivototal.pdf: 1364182 bytes, checksum: 7ac1b1bd06d491db37a6c7598c8d010e (MD5) / Made available in DSpace on 2016-02-01T11:34:19Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1364182 bytes, checksum: 7ac1b1bd06d491db37a6c7598c8d010e (MD5) Previous issue date: 2015-07-06 / In this research, we studied the learning of democracy in the context of Class Council, according to the guidelines of the Institutional Pedagogy (IP), in order to demonstrate the feasibility of a Human Rights Education (HRE) for pedagogical practices that model. The hypothesis created was that democracy learning is possible in the Class Council, provided they take into account the practices and training of HRE, as well as the fundamental principles and IP devices. To evaluate this hypothesis, it has been considered that Human Rights (HR) and democracy go together and showed up as contribution to Human Rights Education (HRE), from its definition, its foundations, its historical and its challenges (BITTAR, 2007, 2009; BENEVIDES, 2007; CARBONARI, 2007; COMPARATO, 2010; DALLARI, 2007; VIOLA, 2007). As a pedagogical proposal for the learning of a democratic culture in school, defended by (ARAÚJO, 2002; BOBBIO, 2000, 2004, 2006; BRANDÃO, 2013; CELLIER, 2000; PERRENOUD, 2005; ROSENFIELD, 1999; SAVIANI, 2009; TOSSI, 2013)). On the other hand, point out the contribution of the Institutional Pedagogy (IP) through the principles and devices, the main theoretical (ANDRADE, 2009; CAMINHA, 2012; HÉVELINE; ROBBES, 2009; IMBERT, 1994; OURY; SANCHES, 2002; VASQUEZ, 1967; 1977; PAIN, 2009, 2010, 2012;) competing for a HRE as a viable democratic practice this articulation. The methodology consisted of a case study to investigate the learning of democracy that had school practices involving the class council according to IP: the first, recorded in documentary of a private school in France; the second, recorded on video in a public school in Paraiba, Brazil. Addition, the result was: democracy learning is possible, as well as its construction in school spaces (among them, the Class Council according to PI), intrinsically associated value human rights, with the participation of people in decision-making possible to be shared. / Neste trabalho, estudou-se a aprendizagem da democracia em contexto de Conselho de Classe, segundo as orientações da Pedagogia Institucional (PI), de modo a demonstrar a viabilidade de uma Educação em Direitos Humanos (EDH) pelas práticas pedagógicas daquele modelo. Levantou-se a hipótese de que é possível a aprendizagem da democracia no Conselho de Classe, desde que se levem em conta as práticas e formações da EDH, como também, os princípios fundamentais e dispositivos da PI. Para avaliar tal hipótese, considerou-se que Direitos Humanos (DH) e a democracia caminham juntas e evidenciou-se como aporte a Educação em Direitos Humanos (EDH), a partir de sua definição, seus fundamentos, sua construção histórica e de seus desafios, (BITTAR, 2007, 2009; BENEVIDES, 2007; CARBONARI, 2007; COMPARATO, 2010; DALLARI, 2007; VIOLA, 2007,); como proposta pedagógica para a aprendizagem de uma cultura democrática na escola, (ARAÚJO, 2002; BOBBIO, 2000, 2004, 2006; BRANDÃO, 2013; CELLIER, 2000; PERRENOUD, 2005; ROSENFIELD, 1999; SAVIANI, 2009; TOSSI, 2013). Por outro lado, aponta-se a contribuição da Pedagogia Institucional (PI) através dos princípios e dispositivos, tendo como principais teóricos (ANDRADE, 2009; CAMINHA, 2012; HÉVELINE; ROBBES, 2009; IMBERT, 1994; OURY; SANCHES, 2002; VASQUEZ, 1967; 1977; PAIN, 2009, 2010, 2012;) que concorrem para uma EDH como prática democrática viável dessa articulação. A metodologia utilizada consistiu em um estudo de caso, para investigar a aprendizagem da democracia que apresentavam práticas escolares envolvendo o conselho de classe segundo a PI: a primeira, registrada em documentário de uma escola privada da França; a segunda, registrada em vídeo de uma escola pública na Paraíba, Brasil. Disso, o resultado obtido foi: é possível a aprendizagem da democracia, assim como a sua construção nos espaços da escola (entre eles, o Conselho de Classe segundo a PI), valor intrinsecamente associado aos direitos humanos, com a participação das pessoas nos processos decisórios possíveis de ser compartilhados.