Search

We propose in this text to recover the meaning and the historicity of human rights education in Brazil. For this purpose, we started by the main current legal guiding marks about education rights and HRE, in international and national codes. This movement allowed us to comprehend that, in normative area, education and the setting up of human rights and the guarantee of human dignity to everyone are seen as effective tools. In this regard, Brazilian State assumed, from 1990 to 2000, this basis in the elaboration of HRE plans, in order to build a formative culture in human rights. The bibliographic research, documental and qualitative, supported by BONAVIDES (1998), CANDAU (2007), ZENAIDE (2007), among others, concluded that, in spite of several action programs, plans and the vast amount of laws regarding education as a human right, the debate is far beyond ruling area. The HRE realization depends on public politics capable of creating social activities which reflect on the way people think, feel and act. [ABSTRACT FROM AUTHOR]

Knowing the perceptions of students and teachers on different themes is a fundamental task to provide different interactions in the contemporary education scenario. In Brazil, the theme of racism is a harsh and sad social reality, whose actions have stained the country's history for many years. The main objective of the investigation was to analyze the perceptions of seventh-year students and teachers, from a public school, in Porto Alegre (RS), in 2019, about racism. For this, a questionnaire divided into two parts was applied: the characterization of the research sample and the presentation of six statements, by which, based on the Likert scale, the subjects should affirm their degree of agreement, indifference or disagreement. In the teachers' questionnaire, there was still an open question, in which they should answer about the actions they take in the search for an anti-racist education. It was possible to perceive that the proximity in the perceptions about racism between students and teachers are greater than the distances. Of the six sentences presented, in half of them there were positions of proximity in relation to the assigned meanings, and in the other half, it was possible to perceive distances. However, in a more detailed analysis, it was possible to notice that the proximity exceeds the distance. Several actions to promote anti-racist education were mentioned by teachers, with emphasis on debates, literary projects and the inclusion of black personalities. Thus, it is possible to consider that, even in the case of groups with age and social distances, the perceptions about racism are diverse, but close. [ABSTRACT FROM AUTHOR]