根據國內的人權教育相關研究，當前臺灣學校人權教育的發展未臻成熟，尚有待改善之處。時有所聞的校園反人權現象亦突顯「紀律/規訓」的魔咒仍是當前首需「問題化」的關鍵。 本研究藉由國內學術文獻的研究成果，檢視臺灣學校人權教育的可能問題癥結，包含：(1)主體性概念的缺席；(2)多元價值的匱乏。 並以傅柯在其著作《監視與懲罰》中對「規訓」之析論：(1)被規訓者的身體柔順性；(2)規訓者的管教手段；(3)全景敞視的規訓環境等三方面，以及(4)傅柯對主體的關注，闡釋傅柯規訓觀對臺灣學校人權教育未來的啟示，包括：(1)教育場域中主體的關注及(2)校園生活中多元價值的實踐。 / According to the related research for human rights education in Taiwan, the current development of human rights education has not been mature yet; it could be improved in most schools. The phenomenon of anti-human rights at campus which occasionally published in the news also emerged that we should urgently problematize “Discipline/power” and disciplinary institutions in the modern society. Michel Foucault vividly described the disciplinary power which permeated through our society by presenting four manifestations: (1) Docility of bodies, (2) Facilities for disciplining, (3) Panoptic environment, and (4) Care for the self in late Foucault. By analyzing Foucault's theory of discipline, this research surveyed the possible problems of human rights education in school in Taiwan─(1)the lack of discussion on subjectivity/self ,(2)the disregard of multi-values. Furthermore, this research elaborate on its implication for human rights education in school, including: (1) Care for the school subject/self, (2) Putting multi-values into practice in campus.

Made available in DSpace on 2016-04-27T16:32:44Z (GMT). No. of bitstreams: 1 Janaina Pires Barbosa.pdf: 8826815 bytes, checksum: f2f59f0e1664cd8be3bc543cc9fe3cca (MD5) Previous issue date: 2013-02-27 / Fundação Ford / Human Rights in Brazil has strengthened as a public policy from the 2000, when the National Plan for Human Rights Education (PNEDH) wasdeveloped. Its final version waspublished in 2006 for guiding the States to establish a State Committee for Human Rights Education (CEEDH) in order to develop a State Plan of Action for Human Rights Education (PEEDH). Educators carry out the implementation of the National Plan for Human Rights Education in the school system. Following that logic, it is therefore important to enable them in view of the constancy of speeches for equal and respectful treatment towards theminority and special needs students. This study problematized the Human Rights Education in formal education as a policy proposal of the National Plan for Human Rights Education, forming the universe of intentions of a human rights culture. The aim of this study was to identify the key concepts of Human Rights Education which are present in the course Intersecting differences: qualification in education, gender, race/ethnicity, sexuality and people with disabilities , sponsored by Goiás State Department of Education. The main objective of this study was unfolded in the following specific objectives: 1) contextualize the course within Goiás State Department of Education; 2) verify if the course respects and has the elements ofthe Human Rights Education; and 3) check the features, objectives, outlook, strategies, contents and results of the course. In order to meet these objectives, we used a qualitative methodological approach with documentary research, working with the course documents, the National Plan for Human Rights Education (PNEDH) and the Plan of Action of SEDUC/GO. For that end, we used the following theoretical framework: Candau (2007, 2008), who contributed to the understanding of Human Rights Education; Gimeno Sacristán (2002, 2008), who allowed us understandingboth the subjectivity built in socializing and the relation between human rights and education; and Bobbio (2002, 2004), who helped ushaving a historical understandingof the human rights; among other authors thathelped us building a theoretical frameworkto the proposed research. The research hypothesis, which was proven to be right, is that "Human Rights Education has been winning and conquering spaces for discussion and qualification since it was accepted as an educational public policy. Nevertheless, the actions undertaken inthe formal education are still modestin Goiás State Department of Education, thus not representing that commitment. / A Educação em Direitos Humanos fortaleceu-se no Brasil enquanto política pública, a partir da década de 2000, quando o Plano Nacional de Educação em Direitos Humanos (PNEDH) foi elaborado, sendo publicado em 2006, na sua versão final, com o intuito de orientar os Estados a instalarem um Comitê Estadual de Educação em Direitos Humanos (CEEDH) para a elaboração de um Plano Estadual de Educação em Direitos Humanos (PEEDH). A implantação do PNEDH na escola ocorre por meio dos educadores. Nesta lógica, surge a importância de capacitá-los, tendo em vista a constância de discursos a favor do tratamento igualitário e respeitoso dos considerados diferentes. Este estudo problematizou a Educação em Direitos Humanos na educação formal como proposta política do Plano Nacional de Educação em Direitos Humanos e que compõe o universo de intenções de uma cultura em direitos humanos. Seu objetivo foi identificar elementos fundamentais da Educação em Direitos Humanos, presentes no curso de capacitação Interseccionando as diferenças: formação em educação, gênero, raça/etnia, sexualidade e pessoas com deficiência que foi promovido pela Secretaria da Educação do Estado de Goiás. Para tal, este objetivo desdobrouse nos seguintes objetivos específicos: 1) contextualizar o curso dentro da Secretaria da Educação do Estado de Goiás; 2) verificar se o referido curso corresponde e contém elementos da Educação em Direitos Humanos; e 3) verificar as características, objetivos, perspectivas, estratégias, conteúdos e resultados do curso. Para responder a essas questões, utilizou-se um procedimento metodológico com abordagem qualitativa, com pesquisa documental, sendo trabalhados documentos do referido curso com o PNEDH e o Plano de Ação da SEDUC/GO. Neste processo, dialoguei com Candau (2007, 2008), que contribuiu com a compreensão da Educação em Direitos Humanos; Gimeno Sacristán (2002, 2008), que possibilitou-me entender a subjetividade que se forma no convívio social e a ligação dos direitos humanos com a educação; e Bobbio (2002, 2004), que ajudou-me na compreensão histórica dos direitos humanos; entre outros autores, que deram suporte na investigação proposta. A hipótese da pesquisa, que foi comprovada, é que A educação em direitos humanos vem, a cada dia, ganhando e conquistando espaços de debate e de formação, desde que foi assumida como política pública educacional. Entretanto, as ações desenvolvidas dentro da educação formal na Secretaria da Educação do Estado de Goiás ainda são tímidas e não representam este compromisso

Considerando a atual situação do Direito à Educação em Direitos Humanos no Brasil e no mundo e a importância de se inserir nos sistemas educacionais a proposta da gestão de um plano em Direitos Humanos, balizada por interculturalidade e interacionismo, a presente pesquisa tem como objetivo institucionalizar a promoção do acesso aos conhecimentos multiculturalistas, inerentes à afirmação histórica dos Direitos Humanos. Entendemos que tanto os alunos quanto os educadores são sujeitos dos direitos históricos da humanidade. Assim, diagnosticamos a necessidade de uma intervenção pedagógica humanista nas escolas a ser institucionalizada por uma cultura em educação alternativa contida no projeto-piloto, ora anexado. / Considering the actual state of the Right to Human Rights Education in Brazil, its global present context and the importance to insert its proposals in the educational systems as a political action of a Human Rights plan, oriented by interculturality and interactionism, in this research the main objective has been to institutionalize the promotion of access to multicultural knowledge, associated to the historical affirmation of Human Rights, and to view the students and the educators as mankinds historical rights subjects. It has also been diagnosticated the urgency of a humanistic pedagogical intervention in schools yet to be institutionalized by an alternative educational culture, included in the attached pilot project.

This thesis offers an account of the history and effects of three curriculum projects sponsored by the Australian Human Rights Commission between 1983 and 1986. Each project attempted to improve observance of human rights in and through Australian schools through participatory research (or critical educational science). That is, the research included, as a conscious feature, the effort to develop new forms of curriculum work which more adequately respect the personal and professional rights of teachers, especially their entitlement as persons and professionals to participate in planning, conducting and controlling the curriculum development, evaluation and implementation that constitutes their work. In more specific terms, the Australian Human Rights Commission's three curriculum projects represented an attempt to improve the practice and theory of human rights education by engaging teachers in the practical work of evaluating, researching, and developing a human rights curriculum. While the account of the Australian Human Rights Commission curriculum project is substantially an account of teachers1 work, it is a story which ranges well beyond the boundaries of schools and classrooms. It encompasses a history of episodes and events which illustrate how educational initiatives and their fate will often have to set within the broad framework of political, social, and cultural contestation if they are to be understood. More exactly, although the Human Rights Commission's work with schools was instrumental in showing how teachers might contribute to the challenging task of improving human rights education, the project was brought to a premature halt during the debate in the Australian Senate on the Bill of Rights in late 1985 and early 1986. At this point in time, the Government was confronted with such opposition from the Liberal/National Party Coalition that it was obliged to withdraw its Bill of Rights Legislation, close down the original Human Rights Commission, and abandon the attempt to develop a nationwide program in human rights education. The research presents an explanation of why it has been difficult for the Australian Government to live up to its international obligations to improve respect for human rights through education. More positively, however, it shows how human rights education, human rights related areas of education, and social education might be transformed if teachers (and other members of schools communities) were given opportunities to contribute to that task. Such opportunities, moreover, also represent what might be called the practice of democracy in everyday life. They thus exemplify, as well as prefigure, what it might mean to live in a more authentically democratic society.

教育，是透過學生持續社會化的過程而形塑社會的重要機制。教育，為未來世代參與社會變遷預作了準備，並有助於社會發展。尤有甚者，教育使學生們意識到他們的權利。我們可以在各個教育階段裡引入人權教育。但是，小學階段的社會科教育對青少年的人權概念發展是具有決定性意義的。對此階段的學生而言，教師的引導以及人權教育的教學對清楚理解人權概念是相當關鍵的。針對教導學生深思熟慮的方法、人道與明智的價值、理性與批判的思考，人權教育教學可以是有助益且有效途徑。因此，本研究目的是在人權教育的脈絡下，評估社會科教師並探究他們的教學法。而本研究之研究問題是：（1）台北與新德里小學社會科教師在他們人權教育的價值、信念、態度與觀念脈絡下，理解人權教育教學的方式為何？（2）台北與新德里小學社會科教師在人權教育的教學實踐為何？（3）在台北與新德里小學社會科教室中，有意與無意的教學內容為何？（4）在人權教學的過程中，台北與新德里小學社會科教師所面臨的難題與阻礙為何？（5）可能存在一種可以應用在不同教育背景的普遍性人權教育教學嗎？因此，本研究針對台北與新德里小學，分別進行兩組各三位六年級教師及其班級的探究。 本研究發現，教師是人權教育成功實行的重要關鍵。教師必須對人權有熱情與承諾；教師必須尊重學生做為個體的權利；人權教育必須有情境脈絡的特殊性；《世界人權宣言》可以做為人權教學的普遍標準；此外，聯合國與國家政府的角色亦關係重大，因為他們提供人權教育結構與資金。最後，值得一提的是NGOs 與INGOs 的角色越來越重要，他們有必要在橫向與縱向上拓展他們的網絡。 / Education is an important institution that shapes our society through continuous socialization of pupils. It prepares future generations to participate in social change and contributes to society’s development. Moreover, it makes pupils aware of their rights. Human rights education can be introduced at all levels of education. The elementary level Social Science education is crucial for the development of the concept of human rights among adolescents. For the pupils of this age group, the guidance of teacher and the pedagogy of human rights education are critical for a clear understanding of the concept. The pedagogy of human rights education can be a useful and effective way of inculcating deliberative methods, humane and judicious values, and rational and critical thinking among pupils. The present study is an attempt to assess social science teachers and explore their pedagogy in the context of human rights education. The issues that the present research intends to raise are: (1) How the pedagogy of human rights education is perceived by Social Science teachers of the elementary school of Taipei and New Delhi in the context of their values, beliefs, attitudes, and ideals of human rights education? (2) How is the pedagogy of human rights education of Social Science teachers of Taipei and Delhi put into practice? (3) What is taught in human rights education in the social science classrooms of Taipei and New Delhi intentionally and unintentionally? (4) What are the problems and obstacles faced by Social Science teachers during the process of teaching human rights? (5) Can there be a general pedagogy of human rights education, which can be applied across different educational settings? The issues are examined with two sets of three teachers of sixth grade and their classes in elementary schools of Taipei and New Delhi. The findings of this study suggest that the agency of the teacher is crucial for successful implementation of HRE; that a teacher has to have passion and commitment for HR; that the rights of students as individuals must be respected by the teacher; that HRE must be context specific; that the Universal Declaration of Human Rights can be used as a universal standard to teach HR; and, finally, that the role of UN and national government is crucial. These two institutions provide with the framework and funding for HRE. Last, but not the least, the role of NGOs and INGOs is gaining importance by the day and that they need to expand their network, both vertically and horizontally.

Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2016-01-07T17:45:11Z No. of bitstreams: 2 Dissertação - Christiane de Holanda Camilo - 2014.pdf: 2511730 bytes, checksum: f1f25c4b79a158da1710c536883ce824 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-01-08T11:21:46Z (GMT) No. of bitstreams: 2 Dissertação - Christiane de Holanda Camilo - 2014.pdf: 2511730 bytes, checksum: f1f25c4b79a158da1710c536883ce824 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-01-08T11:21:46Z (GMT). No. of bitstreams: 2 Dissertação - Christiane de Holanda Camilo - 2014.pdf: 2511730 bytes, checksum: f1f25c4b79a158da1710c536883ce824 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Based on route developed international and nationally on international treaties and conventions on Human Rights, was identified with the legal provisions of Education and Human Rights, going on about the requirements of Racial-Ethnic Relations in the Brazilian educational context to arrive in 2012 the National Guidelines on Human Rights Education. We analyzed the constitution of social relations in Brazil and the black and indian under the latin american paradigm Modernity and Coloniality and multiculturalist proposal, noting the ethnic-racial aspects of insertion and treatment of blacks and Indians in Brazilian education. Analyzed the proposed municipal Education of Adolescents, Young Adults and Adults in Goiânia - Goiás and Political Pedagogical Project for a school representative of this group , in addition to interviewing the teachers working in these space because since this is a qualitative and interdisciplinary research, had with the purpose to identify, describe and analyze the social representations on Human rights regarding the Racial-Ethnic Relations expressed by teachers and documents Municipal Education Network Goiânia – Goiás. / O desenvolvimento dos Direitos Humanos e com ele, a expansão da cultura de direitos no mundo prescinde do ancoramento e densificação do diálogo em diferentes esferas da sociedade, dentre elas, a escola. No Brasil um dos temas de Direitos Humanos imprescindíveis à compreensão sobre a formação da sociedade nacional são as Relações Étnico-Raciais que até hoje demonstram graves desigualdades que favorecem uma cidadania segregatória e uma democracia parcial, principalmente para negros e indígenas mediante a reprodução de uma racionalidade colonizada que reforça práticas discriminatórias inscritas na mentalidade dos brasileiros. Assim, tendo em vista a necessidade fática de contribuir com o diálogo sobre Direitos Humanos, Relações Étnico-Raciais, Educação em Direitos Humanos e a expansão da cultura de direitos, essa dissertação analisou as Representações Sociais sobre Direitos Humanos no tocante às Relações Étnico-Raciais, contidas nas falas de professores e nos documentos orientadores da Educação de Adolescentes, Jovens e Adultos de 5ª à 8ª séries da Secretaria Municipal de Educação de Goiânia – Goiás, visando observar, por meio do Discurso do Sujeito Coletivo, como essa Rede Municipal de Educação contribui com a implementação mediante políticas públicas específicas, apropriação teórica da temática, formação de professores e produção de materiais didáticos. Convém observar que apesar de recorrente na realidade brasileira e goiana, visto ainda a sua obrigatoriedade em razão dos Parâmetros Curriculares Nacionais sobre Pluralidade Cultural de 1997, das Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana em 2004 e finalmente, das Diretrizes Nacionais de Direitos Humanos (2012), ainda no século XXI, as Relações Étnico-Raciais carecem de profunda discussão e presença na pauta diária como política pública educacional, como garantia, proteção e defesa dos Direitos Humanos por meio da difusão da cultura de direitos que proporcione efetiva participação no exercício pleno da cidadania por parte da pluralidade étnico-racial dos cidadãos nacionais.

The purpose of this research is to conduct a concept analysis and conceptual historical analysis as well as to develop a conceptual cartography of the concept of Human Rights Education (HRE) with reference to human rights in education. HRE has evolved into a burgeoning pedagogical formation that sources its currency from the perceived consensus on human rights universals. However, the proliferation of HRE is paradoxically not matched by a sustained and meaningful theoretical analysis of HRE though it has far-reaching implications for educational systems worldwide. This study provides a comprehensive theoretical analysis of HRE by examining the meanings that organise and construct the conceptual structure of HRE. The origins of the concept of HRE and its changing meanings are traced over time and paradigmatically analysed across a variety of theoretical orientations. This study also shows that HRE is a concept that is subjected to an unexplored and unexplained conceptual eclecticism that hampers its pedagogical potential as a counter-measure to human rights violations and human suffering. Amongst all the conceptual possibilities that could have been developed as an analytical interplay between the conceptual cartography, models, approaches and typologies of HRE, this study demonstrates that the dominant conceptual structure of HRE has grown into a declarationist, conservative, positivistic, uncritical, compliance-driven framework that is in the main informed by a political literacy approach. Consequently, this study develops alternative conceptual principles buttressed by a non-declarationist conception of HRE that stands in a critical and anti-deterministic relationship with human rights universals. / Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2007. / Education Management and Policy Studies / unrestricted

Considerando a atual situação do Direito à Educação em Direitos Humanos no Brasil e no mundo e a importância de se inserir nos sistemas educacionais a proposta da gestão de um plano em Direitos Humanos, balizada por interculturalidade e interacionismo, a presente pesquisa tem como objetivo institucionalizar a promoção do acesso aos conhecimentos multiculturalistas, inerentes à afirmação histórica dos Direitos Humanos. Entendemos que tanto os alunos quanto os educadores são sujeitos dos direitos históricos da humanidade. Assim, diagnosticamos a necessidade de uma intervenção pedagógica humanista nas escolas a ser institucionalizada por uma cultura em educação alternativa contida no projeto-piloto, ora anexado. / Considering the actual state of the Right to Human Rights Education in Brazil, its global present context and the importance to insert its proposals in the educational systems as a political action of a Human Rights plan, oriented by interculturality and interactionism, in this research the main objective has been to institutionalize the promotion of access to multicultural knowledge, associated to the historical affirmation of Human Rights, and to view the students and the educators as mankinds historical rights subjects. It has also been diagnosticated the urgency of a humanistic pedagogical intervention in schools yet to be institutionalized by an alternative educational culture, included in the attached pilot project.

This thesis focuses on the analysis of non-profit organizations operating in the Czech Republic and whose main activity is the area of human rights. From this analysis have been selected four NGO's. Their representatives were interviewed with an aim to obtain their attitudes towards international human rights film festival One World. Research seeks answers to these questions: Does the One World festival really have the potential to help with solving human rights issues, civic engagement or promoting democratic principles? What is the potential of documentary films in the field of human rights education?

This thesis focuses on the analysis of non-profit organizations operating in the Czech Republic and whose main activity is the area of human rights. From this analysis four NGO's have been selected. Their representatives were interviewed with an aim to obtain their attitudes towards international human rights film festival One World. The research seeks answers to these questions: Does the One World festival really have the potential to help with solving human rights issues, civic engagement or promoting democratic principles? What is the potential of documentary films in the field of human rights education?