Repositório RCAAP

Educating for the never again is one of the elements that integrates Human Rights Education, related to the scope of memory pedagogy and considered an important mediation for the affirmation of democracy. In post-authoritarian contexts, such as that of most countries in the Southern Cone, the way to enable the collective right to know this traumatic past marks the difference between the preservation of memory and truth or the option of forgetfulness. Thus, highlighting the importance of educating for the never again for the defense of democracy and the promotion of human rights, this article aims to analyze the educational experiences developed in places of memory in Argentina, Brazil and Chile, in order to contribute to the advance in the discussion and use of the pedagogy of memory in the region. The activities of the Rosario Memory Museum, the São Paulo Resistance Memorial, and the Villa Grimaldi Peace Park Corporation are the subject of examination. This study, based on qualitative research in the field of education, bases its analysis on the four pedagogical axes of educating for never again. This analysis pointed out that these experiences, to a greater or lesser extent, are permeated by these pedagogical axes in their activities. It also allowed us to apprehend the relevance of work for the reconstruction of collective memory and the reflection on current situations of rights violations, thus contributing to the struggle for memory, truth, justice, reparation and guarantees of non-repetition and the construction of a culture of human rights.

The work, the result of a master's thesis, addresses Human Rights Education (HRE) in the context of institutions that shelter adolescents who are serving a socio-educational measure of admission to the CASA Foundation, in the state of São Paulo. The objective is to identify contents, values ​​and practices converging with HRE present in the CASA Foundation's Political Pedagogical Projects (PPPs). The approach to the problem is qualitative and its objective is exploratory. The documents analyzed are: PPPs of the CASA Foundation detention centers, Children and Adolescents Statute, National Social-Educational Service, National Plan for Human Rights Education, National Human Rights Program 3 and National Guidelines of Human Rights Education. The bibliographical research brings authors who have been addressing the issue of Human Rights Education in Brazil and Latin America. Two PPPs were analyzed, a convenience sample, through a matrix elaborated from the indications and recommendations of the cited reference documents. The results revealed that the expressions Human Rights and HRE appear explicitly few times in the analyzed documents.

The work intends to systematize a proposal for an ecological and popular conception of human rights education. It starts from a critic of a monocultural vision from which it offers an ecological alternative. In development, it analyzes aspects of the monocultural option and also the characteristics of the ecological alternative. It suggests that the monocultural option is disempowering, centered on a unique knowledge, guided by a progressive temporality, does not accept differences, is authoritarian and idolatrous. The ecological alternative is presented as an opening to possibilities, to interculturality, believes and desires the transformation of realities, is dialogic, is careful and promotes care, is guided by responsibility, understands temporality as intense and dense, articulates the diversity of knowledge, it deals with uncertainty and affirms and confirms itself in and across. The ecological alternative presents consistent ethical bases to respect, protect and promote human rights as a systematic and permanent educational practice and process: an ecological and popular education in human rights.

Hannah Arendt dedicates her theoretical production to focusing on the perception of the scenario of crises that involve the common world. The educational field, the main theoretical framework to which this work is presented in the postmodern context in order to be in direct contact with the existing crises in the political scenario, and this educational crisis is further aggravated by the rise of movements neoconservatives on the brazilian political structure. In this sense, the general objective to which this research is dedicated is to analyze to what extent the advance of authoritarian political actions causes the loss of the school's role in the construction of citizenship from the perspective of the education crisis in Brazil. The work uses a qualitative data approach, as well as the phenomena are analyzed using the hypothetical-deductive method. The data collection instrument was defined by the analysis and interpretation of Arendtian scientific productions and by the use of bibliographical, descriptive and exploratory research. The theoretical framework configures the use of the content analysis technique. The use of Arendt's literature as a basic structure to analyze, in an interdisciplinary way, the areas of Philosophy, Education and Law. The directional view at the exercise of human plurality from the experiences in the transitional environment, conceptualized as the school space, makes it possible to perceive the connection between the rise of authoritarian policies and the crises in tradition, culture, authority and thinking.

In this study, we present some theoretical, epistemic and political foundations of Human Rights Education (HDR), relating it as a potentially determining instrument for the formation of subjects of rights and the promotion of human dignity, which results in political disposition, both individual and collective, with emancipatory purposes. The study announces a less abstract and transcendental view of human rights and seeks to establish a dialogue between humanistic training and its effects on the implementation of citizen practices. We also discussed awareness and political action, capable of building ethical and political principles and moving people towards the achievement of rights. Finally, we draw an overview of the setbacks and advances of authoritarianism and conservatism in relation to EDH policy in Brazil.

The debate on black and peripheral youth has been imposing itself in the academic and political scene, with a varied number of productions on various types of violence, racism, exclusion and inequalities, and on processes of organization, art, culture and others generated by young people, as strategies of living in the peripheries, denouncing and fighting for rights. Understanding these processes is essential to think about the role of young people in facing structural inequalities and oppression, citizenship and defense of democracy. This article aims to contribute to the debate by analyzing the meaning of popular courses as a proposal for popular education and political organization of/with youth, assuming the struggle for the right to education and its relationship with the struggle for other rights. The methodology is a case study of “Rede Emancipa Belém de Educação Popular”, a extension project linked to the Rede Nacional Emancipa. The project works with seven units in peripheral neighborhoods, involving approximately 100 undergraduate students and 400 young people preparing for Enem. The proposal's principles and strategies are discussed based on Freire's thinking and the perceptions of the young people involved about their living conditions, rights and expectations and the role of the course. Data come from documents, conversation circles, applied forms and participant observation. The results show the vulnerability of young people, their expectations about education and their contribution and sense of opportunity and social inclusion. It is concluded that the project's strategies are important in the construction of collective awareness and politicization of inequalities and violations and also in the construction of meanings of struggle and collective values ​​of freedom, solidarity, mobilization, equality, law, social justice, etc., demonstrating the potential of work in the political formation of youth.

This article aims to defend the clinical human rights education (HRE) as a theory and a strategic pedagogical practice for the development of personal, relational and professional skills today. These abilities for legal professionals are foreseen in the new National Curricular Guidelines (DCN) for Law courses in Brazil, approved in december 2018 by the Ministry of Education. The Brazilian State, since 2003, has been establishing teaching-learning policies on human rights, starting with the creation of the National Committee for Human Rights Education, which was responsible for drafting the main national public policy on the subject: the National Plan for Human Rights Education (PNEDH). This Plan has a specific axis for University Education and another one for the Education of Law professionals. Firstly, this paper will present a brief trajectory of the HRE policy in the country and then how this policy has influenced and influences Brazilian Law courses. Thereafter, will be discussed which specific competences and skills, foreseen in the new DCN's of Law, are related to transversal themes of human rights, such as racial ethnic, gender and diversity. Finally, the results of an assessment conducted with students at the human rights legal clinic at the Law School of the University of Joinville (Univille) will be described, in order to demonstrate how Law students perceive the potential of clinical pedagogy for the development of competences and skills in legal careers.

This review presents Lilia Moritz Schwarcz's book, “About Brazilian authoritarianism”, edited by Companhia das Letras, in 2019. The author examines some of the foundations of authoritarianism in Brazil, from a critical perspective that reveals some national myths. The historical, sociological, and anthropological approach about eight themes pointed out by the author as central to understanding authoritarianism in the country engendered by the naturalization of social inequality, the persistence in denying racism and some prejudices, and the improvement of patrimonial practices and bossiness. The researcher offers us important reflections from a consistent theoretical basis and statistical data. The work is an important contribution to all people who wish to understand the social, political, and historical dynamics of authoritarianism in Brazil in order to act in the defense and promotion of Human Rights. In this direction, the book presents important elements to those who work in Human Rights Education anchored in anti-racist and emancipatory pedagogy. The author promoted an instigating reflection on what she called the ghosts of the present time, which, analyzing the political context of the period in which her research was produced, made it clear that the various forms of violence present in our daily lives were inherited from our past.

Human relationships after important moments such as the Second World War have shown themselves to be increasingly transformed and flexible, generating great impacts on social life, an example of this is the scope and concept of family. It is verified that in more remote times family relationships were more lasting, either by the legal scope, that is, by the customary scope and this can be perceived in the works of Arts. Over the years, there is a greater liquidity of human actions that envision a change in transforming social vision and that ends up reflecting on the concept of family, a solid social institution. This can also be seen in the field of visual arts, evidencing this in the various works of art that make up the social universe. In this way, we seek to analyze the transformation of the concept of family portrayed from paintings and the significant portrait of art in works by national and international artists. The result of the research should enable the construction of a comparative line of the change in the concept of family resulting from the social transformation and the social and legal aspects, seeking to understand if there has been a liquidity of the concept of family or if, although with evolutions, it continues to remain as the institution solid foundation of social beginnings.

Este texto ocupa-se das dimensões, processos e percursos envolvidos no cotidiano docente feminino no contexto atual, qual seja, o estado de pandemia causado pelo surto de coronavírus. Com inspiração em leituras sobre feminismo, docência, arte e "arte como docência", alicerçadas na metodologia cartográfica, foi constituído um grupo de mulheres professoras. Em encontros organizados na forma de oficinas, foram partilhadas referências artísticas e teóricas-conceituais, evocando de modo subjetivo ser mulher, professora e artista. Textos, músicas, filmes, produções e proposições artísticas ofereciam pistas sobre recursos e linguagens expressivas, bem como que serviram de elemento disparador para conversas. As vivências trazidas após um ano de efetivo trabalho docente remoto, se fez presente nos relatos partilhados por todas nós, professorAs participantes e constituiu pontos de encontro entre elas. Esses pontos, nutridos por diferentes identidades, puderam demover o sentido e visibilizar do que se ocupa o Ethos da professorA.

The research is part of the field of the history of education and brings up the biography of university professor Margarete Sampaio. The objective was to understand the formative trajectory of the Freirean teacher Maria Margarete Sampaio de Carvalho Braga and her insertion in higher education in the interface with the Ceará educational context (1970-2015). This is a biographical research that is theoretically supported by Cultural History and methodologically by Oral History, having as an object of study the teacher's narratives, which were collected through interviews - recorded, transcribed and validated. The results show that Margarete Sampaio started her schooling process in isolated schools in the interior of Ceará and later, when she moved to Fortaleza, completed primary and secondary education in school groups, shedding light on the important context of public education organization in the Ceará. The second degree was conducted in the technical course in Administration. He studied Pedagogy and Masters and Doctorate in Education. Her experience in state schools of basic education, as well as her work at a higher level as a temporary teacher at public and private universities, contributed to her effective teaching in higher education, inspired by Paulo Freire's principles.

The essay examines the concept of difference in two important areas of human rights theory, which in turn influence human rights education since they are central for the exercise and defense of human rights in daily life. First, the text analyzes the tension between two pairs of opposing features present in the relationship among individual, society and human species:  Similarity VERSUS Difference, and its complement Unity VERSUS Diversity. Human rights theory builds a dialectic relationship between these pairs of features which leads to two fundamental outcomes of the theory: the concept of person or subject of rights, and the concept of the most suitable social organization to further his/her development and rights, democracy. Secondly, difference as a plural notion is discussed, in the sense of identifying dissimilar types of differences among people, in particular legitimate or illegitimate differences. They differ in their origin and value in the defense of human rights, and ask for very distinct attitudes and conducts: legitimate differences ask for understanding and tolerance; illegitimate differences for rejection and challenge. The text goes deeper into the social situation triggered by not understanding the legitimate differences among persons, which leads to the pervasive evil of discrimination, cause of the denial of human rights to many social groups.  

Entretien avec le Dr Enrique Leff

This paper aims to present experiences and activities developed in the Teaching Internship, at the Masters level, at the Federal University of Alagoas (UFAL), in the Exceptional Academic Period (mentioned in the text as PLE) from July to October 2021, in the Undergraduate Course in Physical Education. The activities and discussions were organized based on the following question: how to contribute to the initial training of teachers with/for the use of Digital Technologies of Information and Communication (TDIC) during the Covid-19 pandemic period? For theoretical discussions, the vision of scholars was of paramount importance: Pimenta; Lima (2006); Costa; Tarouco (2010); Santos; Vergueiro (2012); Borges; Alencar (2014); Bacich; Moran (2018); Santos; Santos (2021), among others that present subsidies in the development of the research. The methodology was based on qualitative research, supported by Chizzotti (2017) in a descriptive approach on the experiences carried out in the teaching stage. The results make explicit the learning difficulties during this pandemic period, while motivating students to use TDIC in teaching and learning actions.

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The article emphasizes the mediation role of the means of communication and the technologies on the knowledgement and world vision formation of cach individual. It is based on the contribuitions of the anthropologist Darcy Ribeiro. In order to highlight the basic character of the technology-society-ideology conexions rother than determinating the course of our society.

Estará a imprensa escrita em vias de extinção? Quais os problemas enfrentados pelas publicações da mídia impressa num universo que vai sendo dominado pela informática? Quais as alternativas para essa mídia impressa? As respostas a essas e outras questões formam o eixo deste artigo. 

A valorização da leitura crítica dos meios de comunicação social está no Projeto da nova Lei de Diretrizes e Bases de Educação Nacional. Essa exigência legal cria um desafio aos que pretendem uma educação com qualidade, uma educação que forme cidadãos capazes de intervir socialmente. 

A introdução do vídeo nas salas de aula altera a relação aluno/professor, criando novas expectativas em relação à postura pedagógica tradicional. Nessas circunstâncias, como utilizar o vídeo adequadamente? Algumas das possibilidades de uma releitura da realidade estão colocadas no presente artigo.

Sintetizando os consensos elaborados em seminário promovido pela ONG Ação Educativa, a autora propõe a discussão e melhores definições sobre a verdadeira função da TV Educativa. A ótica é a de que televisão e educação já são temas correlatos.