Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-05-07T14:24:23Z No. of bitstreams: 2 Dissertação - Jéssica Cristtinny Oliveira de Sousa - 2018.pdf: 2709508 bytes, checksum: e1b9c63e6630aa0abc24e97c9a241b12 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-05-08T11:33:47Z (GMT) No. of bitstreams: 2 Dissertação - Jéssica Cristtinny Oliveira de Sousa - 2018.pdf: 2709508 bytes, checksum: e1b9c63e6630aa0abc24e97c9a241b12 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-08T11:33:47Z (GMT). No. of bitstreams: 2 Dissertação - Jéssica Cristtinny Oliveira de Sousa - 2018.pdf: 2709508 bytes, checksum: e1b9c63e6630aa0abc24e97c9a241b12 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-04-05 / The present dissertation aims to identify the social representations of gender and sexuality by Biology teachers of public education, working at High Schools in the city of Aparecida de Goiânia. The theory of social representations was applied as a theoretical methodology contribution, considering that it is based on knowledge arising from the experiences and actions of individuals and groups. Therefore, this theory leads on how to proceed under certain circumstances. The research methodology was the analysis of content from Laurence Bardin, employing the association of words technique. Material produced from 35 questionnaires and seven interviews, adding up to 42 participants divided into 29 schools were, consequently analyzed. According to available answers and reports, data for analysis was categorized and systematized. Based on the research and data analysis, we could identify that teachers do not have any particular training to discuss gender and sexuality in an educational environment. Moreover, they are not familiar with public policies that support them throughout this journey (in fact, these aspects are not discussed and are entirely omitted in the educational environment nowadays). The present situation reflects the power that political, religious and civil conservatism scenario has been taking place. The school, the curriculum, the guiding documents and the teachers become the target of powerful strategies applied to limit rights and shape the diversities of gender and sexuality among others, within a principle of universal and determined identity. Such orientations require a position of resistance, from the teaching practice to the outer movements and at the same time, the attitude of look to the Other, to deal with the diversity of identities that compose the school reality. / A presente dissertação tem como objetivo identificar as representações sociais de gênero e sexualidade por docentes de Biologia da rede estadual de educação, inseridos/as em escolas de Ensino Médio, no município de Aparecida de Goiânia. A teoria das representações sociais foi utilizada enquanto aporte teórico metodológico, tendo em vista que as mesmas se embasam em conhecimentos advindos das vivências e ações de pessoas e grupos. Desta forma, orientam como proceder mediante determinadas circunstâncias. A metodologia do trabalho foi a análise de conteúdo a partir de Laurence Bardin, com utilização da técnica de associação livre de palavras. Para tanto, foi analisado material produzido a partir de 35 questionários e sete entrevistas, totalizando 42 participantes, divididos/as em 29 escolas. A partir das respostas e relatos disponibilizados, foi realizada a categorização e sistematização dos dados para análise. Identificamos a partir do levantamento realizado, que os/as docentes não possuem formação específica para debater gênero e sexualidade no ambiente escolar e, não conhecem políticas públicas que os auxiliem nessa jornada (na verdade, o movimento atual é para exclusão total de tais temas do ambiente escolar). Tal situação reflete o conservadorismo que vem tomando frente no cenário político, religioso e civil. A escola, os currículos, os documentos norteadores e os/as docentes passam a ser alvo de estratégias de poder utilizadas com o intuito de cercear direitos e enquadrar as diversidades de gênero, sexualidade e tantas outras, dentro de um princípio de identidade universal e fixa. Tais direcionamentos exigem da prática docente um posicionamento de resistência às movimentações externas e, ao mesmo tempo, atitude de olhar para o outro, para lidar com as identidades diversas que constituem a realidade escolar.

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.

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.

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.

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.

Made available in DSpace on 2017-06-01T18:18:34Z (GMT). No. of bitstreams: 1 synara_veras_araujo.pdf: 2665063 bytes, checksum: 4f712b390478ddc0238ff103ab5d27f9 (MD5) Previous issue date: 2015-10-19 / The purpose of this study is to make an approach on the human rights education from the cinema, for it seeks support in research tripod, education and extension, prioritizing qualitative approach to review academic papers on Cinema and law, but also to present records conducted from 2013 to 2015 from observations and interactions present reports (attached) using the technique of ethnographic observation participant, since the researcher was inserted into the research object observed as educator in human rights from films. Also presents a brief study of the relevant legislation to Human Rights Education, the incorporation of human rights treaties, the targets for the Decade of Education for Human Rights, the National Plan of Education for Human Rights, to thereafter address the problem Education in Human Rights in Brazil, present the projects and practical experience involving the theme Cinema and Human Rights: Legal Cine; Cine Prison; Exhibition of Cinema and Human Rights; Democratizing: invent with a difference; Cinema for Truth, the 9394 Law of Directives and Bases of National Education on the inclusion of film screenings as a mandatory activity in schools. / O objetivo deste estudo é fazer uma abordagem sobre a educação em direitos humanos a partir do cinema. Para isto, busca apoio no tripé pesquisa, ensino e extensão , priorizando a abordagem qualitativa ao revisar trabalhos acadêmicos sobre Cinema e Direito, mas também ao apresentar registros realizados de 2013 a 2015, a partir de observações e interações presentes relatórios (anexos) usando a técnica de cunho etnográfico da observação-participante, já que a pesquisadora estava inserida no objeto de pesquisa observado como educadora em Direitos Humanos a partir de obras cinematográficas. Ainda apresenta um breve estudo sobre a Legislação pertinente à Educação em Direitos Humanos, a incorporação dos Tratados de Direitos Humanos, as metas para a Década da Educação para os Direitos Humanos, os Planos Nacionais de Educação para os Direitos Humanos, para, então, partir a abordar a problemática educação em Direitos Humanos no Brasil, apresentar os projetos e experiências práticas que envolvem o tema Direitos Humanos e Cinema: Cine Jurídico; Cine Cárcere; Mostra de Cinema e Direitos Humanos; Democratizando: inventar com a diferença; Cinema pela Verdade; a Lei 9.394 de Diretrizes e Bases da Educação Nacional sobre a inclusão da exibição de filmes como atividade obrigatória nas Escolas.

[pt] Esta pesquisa qualitativa teve como objetivo principal investigar se existem relações entre os temas das qualidades educacionais, dos Direitos Humanos e da Educação em Direitos Humanos em dados teóricos e empíricos. No que tange ao tema dos Direitos Humanos, a pesquisa traz as concepções hegemônica e contra-hegemônica acerca do tema. Na concepção hegemônica, apoia-se em autores como Dornelles (2018, 2006, 2005); Lindgren Alves (2013, 2000, 1994) e Tosi (2008). Os autores Santos (2018, 2013, 2006) e Herrera Flores (2009) trazem contribuições para a concepção contra-hegemônica dos Direitos Humanos. No tocante à Educação em Direitos Humanos, a pesquisa aborda o desenvolvimento desta no Brasil com ajuda de autores como Monteiro (2005), Candau (2009) e Sacavino (2009). As características da Educação em Direitos Humanos estão presentes através de autores como Candau (2016, 2015) quando toca o tema das diferenças e do empoderamento e Sacavino (2009) com o educar para a democracia, para a formação de sujeitos de direito e para o nunca mais. O tema das qualidades educacionais tem as contribuições de Bonamino e Sousa (2012) quando aborda o desenvolvimento do tema no Brasil. A pesquisa traz também os autores Dourado (2007) e Ximenes (2014) para discorrer sobre as conceituações de qualidade educacional. A parte empírica desta pesquisa foi realizada através de onze entrevistas semiestruturadas feitas como professores, diretores e orientadores atuantes nas escolas públicas do Rio de Janeiro e da Baixada Fluminense. Como resultado principal, a pesquisa apresenta que, tanto os estudos teóricos, quanto as análises dos dados advindos das entrevistas apoiam a proposta contra-hegemônica de qualidade educacional apresentada nesta tese. Uma proposta que abarque o tema dos Direitos Humanos e da Educação em Direitos Humanos, sendo assim, uma proposta mais ampla de qualidade educacional. / [en] This qualitative research aimed at investigating the presence of connections among three themes: educational qualities; Human Rights and Human Rights Education. To achieve this objective, theoretical studies were made and empirical data was collected and analyzed. Concerning Human Rights, this research presents a hegemonic conception and a counter-hegemonic conception. The hegemonic conception privileges authors such as: Dornelles (2018, 2006, 2005); Lindgren Alves (2013, 2000, 1994) and Tosi (2008). Santos (2018, 2013, 2006) and Herrera Flores (2008) bring contributions to the counter – hegemonic conception of Human Rights. Regarding Human Rights Education, this thesis brings Candau (2009), Sacavino (2009) e Monteiro (2005) to present the development of the Human Rights Education in Brazil. The characteristics of Human Rights Education are present through Candau (2009) when she approaches the themes of difference and empowerment. This work also brings Sacavino (2009) when she approaches the education for democracy, the education in order to build subjects of Law and the education for the never more. Concerning the educational quality this thesis presents the development of the educational quality in Brazil through Bonamino and Sousa (2012). Ximenes (2014) and Dourado (2007) contribute for the concepts of educational qualities present in this research. The empirical data was collected in eleven semi-structured interviews with teachers, directors and educational counsellors who work in public schools in Rio de Janeiro e Baixada Fluminense. As a main result, this research concludes that the theoretical studies and the analysis of the empirical data reveal a support for the counter- hegemonic proposal for educational quality this thesis presents. This is a proposal that includes Human Rights and Human Rights Education as basis and therefore is a wider proposal for educational quality.

In this thesis, I explore positions of power in transnational human rights education, using The Raoul Wallenberg Institute as example in a case study. I am interested to know how human rights knowledge is produced and transferred in a global system of human rights education. My research focuses on positions of power in this global system, on challenges   and practical solutions, and on if and how education can contribute to decolonisation processes. I analyse four interviews with employees at RWI, who are working with transnational human rights education. The interviews, and supporting formal documents published by RWI, are analysed through close textual analysis, organised by key topics of transnational human rights education. As a theoretical framework to understand knowledge transfer, I use Stone’s concept of policy translation. For a post-colonial perspective and as tool to understand claims for decolonising transnational human rights education, I use Spivak’s concept of the subaltern as well as her request for ethical reflection of Western privileges.   The conclusion of my thesis shows a firm commitment of RWI to localisation, with methods embedded in their concept of transnational human rights education. There are some, but few attempts by the Institute to reflect on their own position in a global system of power linked to the production and transfer of knowledge, which hinders attempts of decolonising transnational human rights education.

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