This thesis traces British colonial governance and the workings of the late colonial state from 1938 until the end of empire in the early 1960s in Cyprus, Kenya and Nyasaland. It proposes that colonial governance operated in place and time back and forth across a spectrum, typified by polarities of (i) 'soft' management and regulation of colonial populations in the 1940s, and (ii) 'hard' control exemplified by the use of harsh physical coercion in the 1950s, although both 'soft' and 'hard' approaches - and hybrid variants somewhere in between - were always, in truth, sides of the same coin. British colonial governance is examined through the filter of three approximate, although not rigidly linear, 'phases': (1) a 'soft' phase of development and welfare from 1938-45, during which the rhetoric of governance was distinguished by the language of benevolence, in the attempt to re-legitimise empire, (2) the post-war period from 1945-1950, when Britain played a leading role in establishing supranational institutions promoting universal human rights and also, and however reluctantly, extended a modified human rights regime to its colonies, and (3) the swing to 'hard' governance during emergency periods in Cyprus (1955-59), Kenya (1952-60) and Nyasaland (1959-60), during which Britain strove to resolve the dichotomy between competing domestic and international demands of (a) maintenance of empire, often through the use of coercive physical measures, and (b) promotion of universal human rights on the world stage. This was all played out, at least in part, as an albeit muted ideological confrontation between opposing post-war visions of global order - the very survival of the old imperial system pitched against the implicitly decolonising thrust of the universal human rights movement as enshrined in the Universal Declaration of Human Rights (1948) and the European Convention on Human Rights (1950). This thesis argues that by 1959 and in part as a consequence of the cumulative political impact of allegations of human rights and other abuses during emergency periods, Britain could no longer reconcile these competing visions of colonial governance and world order, nor sustain its empire and colonial rule by force.

In this thesis I explore the attitudes, arguments, and actions of British political elites in connection with the development of human rights law in Europe and the UK. I do this by examining British input into five key episodes for the development of European supranational rights and their incorporation into domestic legal orders (namely the drafting of the European Convention on Human Rights 1950, the drafting of the European Social Charter 1961, the acceptance of individual petition in 1966, the failed 1970s Bill of Rights debate, the passing of the Human Rights Act 1998, and recent developments such as the UK ‘opt-out’ to the EU Charter of Fundamental Rights, and the emergence of a new ‘British Bill of Rights’ debate). Casting light on British involvement in less examined periods in European rights development, I challenge existing, isolated, explanations for the more focal episodes (such as Simpson’s rational-choice post-colonial thesis for individual petition acceptance, and ideological accounts for New Labour’s post-1997 constitutional reform). Responding to the most recent literature in the area, central to my analysis is the question of how rights progress relates to inter-party conflict. By considering continuities and discontinuities in elite political discussion of rights I argue that while conflict is a significant underlying feature of every major episode of rights progress during the last sixty years, and is less evident in less progressive periods, other factors have had a greater influence over the form, timing, and extent of rights progress. Most significant amongst these is the constitutional ideological development of the Labour party and the critical connection between Labour’s elevation of the Convention within the UK constitutional space and revisionist shifts in party thinking.

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

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.

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

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.

Diploma thesis "The Theory and Practice of Human Rights in the Czech Republic, in Particular the Rights of Seniors in Social Services" deals with the theory and practice of human rights in our country with regard to the rights of seniors in social services. The work is divided into two parts. The first and second chapters forming the first part of the thesis deal with basic concepts and principles of human rights; how the idea of existence of human rights is explained, and they also focus on the history of human rights, so that the context, in which the idea of human rights was born, is clear and introduce a general view of the chosen topic to readers. The second part of the thesis, chapters three and four, at the beginning deals with the history of human rights in the Czech Republic with an emphasis on the period after 1945, and thereafter on a period after 1989 to the present. From the perspective of today, the rights of seniors in social services are presented. Governmental and non-governmental institutions dealing with human rights are introduced and the thesis also states the reports on the conditions of the rights of seniors in the social services, which result mainly from the Ombudsman's reports.

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