Educação e Direitos Humanos: A Experiência Pedagógica na Formação Docente

A compreensão, propagação e prática de uma educação em direitos humanos vêm exigindo, sobretudo das universidades públicas, maior discussão e posicionamento a respeito dos temas abordados na formação docente, principalmente, em relação aos temas transversais, como os direitos humanos e sua interdisciplinaridade. A formação de professores e, posteriormente, a educação, se configuram como espaço de uma ação essencial que pode possibilitar o acesso real a todos os direitos. Assim pensando, esse artigo apresenta a temática Direitos Humanos, articulada à prática formadora, nos moldes de oficinas pedagógicas, segundo as exigências do Plano Nacional de Educação em Direitos Humanos (PNEDH-3) e a Declaração Universal de Direitos Humanos. Os resultados mostram a ação docente como práxis, libertadora e emancipadora, além de geradora de criticidade, valorização e respeito aos direitos fundamentais.Direitos Humanos. Educação em Direitos Humanos. Formação de Professores.Education and Human Rights: The Pedagogic Experience in the teachers educationAbstractThe understanding, propagation and practice of a human rights education has demanded, above all, from public universities, a greater discussion and positioning regarding the themes addressed in teacher education, especially in relation to transversal themes such as human rights and their interdisciplinarity. The education of teachers and, subsequently, the education, are configured as a space for an essential action that can enable real access to all rights. Therefore, this article presents the Human Rights thematic, articulated to the formative practice in the molds of pedagogics workshops, according to the requirements of the Plano Nacional de Educação em Direitos Humanos (National Education Plan in Human Rights), PNEDH-3, and the Universal Declaration of Human Rights. The results show the teaching action as a praxis, liberating and emancipating, and also generating criticality, valorization and respect for the fundamental rights. Human Rights. Education in Human Rights. Teachers Education.

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Human Rights and Teacher Education

Scholarly Research Journal for Interdisciplinary Studies ◽

10.21922/srjis.v5i43.11202 ◽

2017 ◽

Vol 5 (43) ◽

Author(s):

Poonampreet Kaur

Keyword(s):

Teacher Education ◽

Human Rights ◽

Learning Experience ◽

Local Level ◽

School Curriculum ◽

Fundamental Rights ◽

Human Rights Education ◽

Teaching Goals ◽

Grassroots Level ◽

Training Programmes

In this article named human rights and teacher education emphasis is made on relationship between Human rights and Teacher Education. As Universal Declaration of Human rights has considered the importance of fundamental rights of an individual. It also explains importance of Human rights in Indian Context as well as throws light on specific needs of Human Rights Education. It stress on the point that, in order to introduce Human Rights Education in the curriculum of all the levels of School Education, first it should be the part of the curriculum of the Teacher Education. Human Rights should be part of all school subjects, and should permeate the students whole learning experience, However because circumstances are different in each country and region, teachers have used many different tactics for fitting Human rights into their school curriculum. Teacher should start teaching Human rights at a ‘grassroots’ level in whichever way they can, with the permission of the principle or local level officials by persuading the local or national educational authorities to change the system. The activities related to Human rights education give children skills, knowledge and attitudes which they will need to work towards a world free of Human rights Violations. The Teacher Training Programmes should enable the teachers to set their own teaching goals in Human Rights for each class. So, Human Rights Education makes the teacher trainees aware of Human Rights and their significance in life.

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O método educativo de Dom Bosco (Sistema Preventivo) e os princípios da Declaração Universal dos Direitos Humanos

REVISTA DE CIÊNCIAS DA EDUCAÇÃO ◽

10.19091/reced.v1i39.648 ◽

2017 ◽

pp. 147-183

Author(s):

Jose Kuttianimattathil

Keyword(s):

Human Rights ◽

Comparative Analysis ◽

Universal Declaration ◽

Human Rights Education ◽

Derechos Humanos ◽

Palabras Clave ◽

El Sistema

O artigo aborda as relações possíveis de serem estabelecidas entre o Sistema Preventivo, como idealizado por Dom Bosco, e a Declaração Universal dos Direitos Humanos. O autor esclarece que não se trata de uma análise comparativa, mas de apontar como o Sistema Preventivo e a Declaração Universal dos Direitos Humanos se enriquecem e se apoiam. A argumentação traz ainda os desafios que o Sistema Preventivo deve enfrentar para promover, decisivamente, os direitos humanos.Palavras-chave: Sistema Preventivo. Declaração Universal dos Direitos Humanos. Desafios da educação.Don Bosco's educative method (Preventive System) and the tenets of the Universal Declaration of Human RightAbstractThe article discusses the possible relations between the Preventive System, as conceived by Don Bosco, and the Universal Declaration of Human Rights. The author clarifies that this is not a comparative analysis, but aims to point out how the Preventive System and the Universal Declaration of Human Rights are enriched and supported one by other. The argument also brings the challenges that the Preventive System must face to decisively promote human rights.Keywords: Preventive System. Universal Declaration of Human Rights. Education challenges.El método educativo de Don Bosco (Sistema Preventivo) y los principios básicos de la Declaración Universal De Derechos HumanosResumenEl artículo aborda las relaciones posibles de ser establecidas entre el Sistema Preventivo, como ideado por Don Bosco, y la Declaración Universal de los Derechos Humanos. El autor aclara que no se trata de un analisis comparativo, sino de senalar como el sistema preventivo y la Declaración Universal de los Derechos Humanos se enriquecen y se apoyan. La argumentación trae aún los desafios que el Sistema Preventivo debe enfrentar para promover, decisivamente, los derechos humanos. Palabras clave: Sistema Preventivo. Declaración Universal de los Derechos Humanos. Desafios educación.

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Model Pembelajaran dan Implementasi Pendidikan HAM Dalam Perspektif Pendidikan Islam dan Nasional

Reslaj : Religion Education Social Laa Roiba Journal ◽

10.47467/reslaj.v4i2.449 ◽

2021 ◽

Vol 3 (3) ◽

pp. 133-144

Author(s):

Siti Julaeha ◽

Mohamad Erihadiana

Keyword(s):

Human Rights ◽

Moral Character ◽

Learning Model ◽

Islamic Education ◽

Human Rights Education ◽

National Education ◽

The Right

The importance of determining a learning model to achieve a goal that will be achieved optimally, the learning model is a guide for every teacher, with the right learning model, the achievement of the expected results is in accordance with what is planned, in the learning model and implementation of human rights education In the perspective of Islamic and national education, this concept has implications for at least three things. First, the right learning model to be used in the implementation of human rights education. Second, the implementation of human rights education in the perspective of Islamic education, and third, the implementation of human rights education in the perspective of national education. Thus, the implementation of human rights education in the perspective of Islamic and national education is interconnected, so that all three synergize towards the formation of students who have ibadurrohman and moral character. ul karimah

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Reclaiming Standards for a Progressive Agenda: Human Rights Education Standards for Teachers and Teacher Education

Social Justice, Peace, and Environmental Education ◽

10.4324/9780203879429-12 ◽

2009 ◽

pp. 78-91

Keyword(s):

Teacher Education ◽

Human Rights ◽

Human Rights Education ◽

Education Standards ◽

Progressive Agenda

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From Kuru Kan Fugan to the Universal Declaration of Human Rights: Empowerment through Human Rights Education in Mali

Humanity & Society ◽

10.1177/016059760202600104 ◽

2002 ◽

Vol 26 (1) ◽

pp. 42-68

Author(s):

Kathleen Modrowski

Keyword(s):

Human Rights ◽

Universal Declaration ◽

Human Rights Education

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The Reunion of Families in Time of Armed Conflict

International Review of the Red Cross ◽

10.1017/s0020860400021215 ◽

1977 ◽

Vol 17 (191) ◽

pp. 57-65

Author(s):

G.I.A.D. Draper

Keyword(s):

Human Rights ◽

Fundamental Group ◽

Armed Conflict ◽

Fundamental Rights ◽

Universal Declaration ◽

Men And Women ◽

Human Personality ◽

Law Of Nations ◽

The Family ◽

Ultimate Purpose

The destruction of the unity and integrity of the family, the natural and fundamental group unit of society, according to Article 16 (3) of the Universal Declaration of Human Rights, 1948, is one of the more tragic consequences of armed conflict. Likewise, in time of peace, the threat to family unity and integrity is one of the potent and inhuman forms of pressure exercised upon individual men and women by Governments in order to secure the regimentation of their peoples. It is salutary to recall, in this context, that one of the purposes of the Law of Nations is to give effect, through appropriate limitations and international supervision of the internal sovereignty of States, to the principle that the protection of human personality and of fundamental rights is the ultimate purpose of all Law, national and international.

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‘Human rights and democracy are not self-evident’: Finnish student teachers’ perceptions on democracy and human rights education

Human Rights Education Review ◽

10.7577/hrer.3937 ◽

2021 ◽

Vol 4 (2) ◽

pp. 69-84

Author(s):

Tuija Kasa ◽

Matti Rautiainen ◽

Mia Malama ◽

Arto Kallioniemi

Keyword(s):

Teacher Education ◽

Human Rights ◽

Student Teachers ◽

Professional Education ◽

National Curriculum ◽

Human Rights Education ◽

Societal Change ◽

Teachers Perceptions ◽

Data Content ◽

Literature Curricula

This article discusses democracy and human rights education (DHRE) in Finnish teacher education, drawing on existing literature, curricula and a survey of student teachers’ perceptions. Earlier studies suggested that DHRE in Finnish teacher education is unsystematic, implicit, and dependent on the teacher’s individual interests. These studies highlight a sense of national exceptionalism, where DHRE is assumed to be self-evident. In 2019, we conducted a survey of student teachers (n=300) in one university. Data content analysis reveals that student teachers now see DHRE as relevant and timely, and by no means self-evident. Student teachers believe that DHRE needs to be explicit and part of their professional education. Although the Finnish national curriculum addresses DHRE explicitly, there is a lack of implementation and explicit DHRE teacher education. We contend that the data reflects societal change, and that the notion that democracy and human rights are self-evident needs to be challenged in Finland.

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8. Law, Constitutions, and Federalism

10.1093/hepl/9780198704386.003.0009 ◽

2017 ◽

Author(s):

Peter Ferdinand

Keyword(s):

Human Rights ◽

Basic Structure ◽

The State ◽

Fundamental Rights ◽

Universal Declaration ◽

Political Life ◽

Constitutional Courts ◽

Alternative Approach ◽

The Law

This chapter examines how laws, constitutions, and federalism provide structure to the context of political life. It first considers the importance of constitutions in determining the basic structure of the state and the fundamental rights of citizens that they establish before asking whether the Universal Declaration of Human Rights is Western-centric. It then explores different ways in which states may attempt to realize justice in applying the law, with particular emphasis on differences between Islamic and Western practice. It also discusses the importance of constitutional courts, the ways that the institution of federalism contains the powers of the state and manage diverse societies, and consociationalism as an alternative approach to managing such diversity. Finally, it comments on the increasing legalization of political life.

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