scholarly journals Ensino e aprendizado sobre dignidade e Direitos Humanos a partir da pandemia da Covid-19

2020 ◽  
Vol 8 (2) ◽  
pp. 133-142
Author(s):  
Ana Maria Klein
Keyword(s):  
Human Rights ◽  
Human Dignity ◽  
Teaching And Learning ◽  
Human Rights Education ◽  
Entire Planet

A violação dos Direitos Humanos no Brasil persiste apesar do reconhecimento constitucional da dignidade humana e dos Direitos Humanos. A educação é uma via importante para formar sujeitos de direitos capazes de olhar para esta realidade e atuar na sua transformação. O Brasil conta com planos e diretrizes que orientam o desenvolvimento da Educação em Direitos Humanos em todos os níveis e modalidades educacionais. Este tipo de educação pressupõe caminhos metodológicos capazes de promover a reflexão e a problematização da realidade. A pandemia da Covid-19 que afetou e afeta todo o planeta durante o ano de 2020 nos confronta diariamente com a necessidade de garantir os Direitos Humanos das pessoas em nome da sua dignidade. Este artigo propõe-se a refletir sobre as possibilidades de ensino e aprendizagem a partir da problematização do contexto de pandemia em sala de aula.    Teaching and learning about dignity and Human Rights from the Covid-19 pandemic The violation of Human Rights in Brazil persists despite the constitutional recognition of human dignity and Human Rights. Education is an important way to form persons under law capable of looking at this reality and acting on its transformation. Brazil has plans and guidelines that guide the development of Human Rights Education at all levels and educational modalities. This type of education presupposes methodological paths capable of promoting reflection and problematizing reality. The Covid-19 pandemic that affected and still affects the entire planet during the year 2020 confronts us daily with the need to guarantee the people’s human rights on account of their dignity. This chapter aims to reflect on the possibilities of teaching and learning by problematizing the context of the pandemic in the classroom. Keywords: Human Rights Education. Human dignity. Covid Pandemic-19.

scholarly journals ‘They don't have as good a life as us': a didactic study of the content of human rights education with eleven-year-old pupils in two Swedish classrooms

2019 ◽  
Vol 2 (1) ◽  
pp. 47-69
Author(s):  
Lotta Brantefors
Keyword(s):  
Human Rights ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Human Rights Education ◽  
Democratic Values ◽  
Human Beings ◽  
Learning Content ◽  
Teaching Content ◽  
Education Act

Drawing theoretically on the Didaktik tradition, this paper examines teaching and learning content in teacher-planned human rights education with eleven- year-old pupils in two Swedish classrooms. The results suggest that the principle aim for the teaching and learning of rights is to enable good interactions with other human beings. The findings indicate that teaching content and pupils’ learning outcomes are similar. Four dominant themes are identified in teaching and learning: fundamental democratic values; declarations of (human) rights; bullying and violations; and negative life conditions. Human rights are negatively interpreted, with an emphasis on rights violations and children’s need for protection and support. The paper concludes that human rights education is conflated with democratic education.  Although teaching and learning are closely aligned with the fundamental and democratic values stipulated in the Swedish Education Act and the national curriculum, children are not expected to acquire in-depth knowledge about human rights.

scholarly journals Teaching Human Rights: Toward a Kingdom of Ends

2020 ◽  
Vol 10 (4) ◽  
pp. 107
Author(s):  
Fuad Al-Daraweesh
Keyword(s):  
Human Rights ◽  
Human Dignity ◽  
Human Rights Education ◽  
Moral Autonomy ◽  
Kingdom Of Ends ◽  
The Right ◽  
Current Practices

The author argues that the current practices of human rights education produce anti-educational orthodoxies that result from a divorce between human rights and human rights education and human dignity, moral autonomy, and the right to justification.

Repensando a educação em direitos humanos a partir das teorias universalistas, relativistas e confluentes

2021 ◽  
Vol 9 (1) ◽  
pp. 161-184
Author(s):  
Cristiani Pereira de Morais Gonzalez ◽  
Maria Creusa de Araújo Borges
Keyword(s):  
Human Rights ◽  
Human Dignity ◽  
Methodological Approach ◽  
Human Rights Education ◽  
Derechos Humanos ◽  
Palabras Clave ◽  
Current Context ◽  
Object Of Study

Considerando a relevância da fundamentação dos direitos humanos e a inter-relação que há entre estes e a Educação em Direitos Humanos (EDH), constituem objeto de estudo as concepções de direitos humanos e de EDH formuladas à luz das teorias universalistas, relativistas e confluentes (ou convergentes) que tensionam o campo da pesquisa nessa matéria de cunho eminentemente interdisciplinar. Parte-se do pressuposto que essas abordagens são constitutivas do campo da EDH, tensionando as concepções, modelos e metodologias inerentes a esse campo. As teorias que fundamentam os direitos humanos (dizendo o que eles são) ocasionam implicações na fundamentação da segunda (no que se entende por EDH, suas concepções e modelos). A abordagem metodológica é de cunho eminentemente bibliográfico, pautada nos procedimentos histórico e comparativo. Ao final, sustenta-se, como adequada ao contexto atual, a concepção de EDH que é fundada nas teorias convergentes, quer dizer, uma EDH que constitui um processo formativo com fundamento na complexidade dos direitos humanos, e que tensiona fornecer condições aos sujeitos para que lutem por sua (ou de outrem) dignidade humana.   Replanteamiento de la educación en derechos humanos desde las teorías universalista, relativista y confluente Considerando la relevancia de la fundamentación de los derechos humanos y la interrelación que existe entre éstos y la Educación en Derechos Humanos (EDH), el objeto de estudio son las concepciones de los derechos humanos y la EDH formuladas a la luz de las teorías universalistas, relativistas y confluentes (o convergentes) que tensionan el campo de investigación en esta materia eminentemente interdisciplinaria. Se asume que estos enfoques son constitutivos del campo del EDH, tensando las concepciones, modelos y metodologías inherentes a este campo. Las teorías que fundamentan los derechos humanos (diciendo lo que son) tienen implicaciones en la fundamentación de estos últimos (en lo que se entiende por EDH, sus concepciones y modelos). El enfoque metodológico es eminentemente bibliográfico, basado en procedimientos históricos y comparativos. En definitiva, se sostiene, como adecuado al contexto actual, el concepto de EDH que se fundamenta en las teorías convergentes, es decir, una EDH que constituye un proceso formativo basado en la complejidad de los derechos humanos, y que se esfuerza por proporcionar las condiciones para que los sujetos luchen por su dignidad humana (o la de otros). Palabras clave: Educación en derechos humanos. Teorías de los derechos humanos. La dignidad humana.   Rethinking on human rights education from universalist, relativist and confluent theories Considering the relevance of the foundation of human rights and the interrelationship that exists between these and Human Rights Education (HRE), the object of study is the conceptions of human rights and HRE formulated in the light of universalist, relativist and confluent (or convergent) theories that tension the field of research in this eminently interdisciplinary subject.  It is assumed that these approaches are constitutive of the field of HRE, straining the conceptions, models and methodologies inherent to this field. The theories that ground human rights (saying what they are) have implications for the grounding of the latter (on what is meant by HRE, its conceptions and models). The methodological approach is eminently bibliographical in nature, based on historical and comparative procedures. At the end, it is sustained, as appropriate to the current context, the concept of HRE that is founded on converging theories, that is, an HRE that constitutes a formative process based on the complexity of human rights, and that strives to provide conditions for subjects to fight for their (or others’) human dignity. Keywords: Human rights education. Theories of human rights. Human dignity.

scholarly journals Human Rights Education in Pre-Service Teacher Education – Pakistan

2019 ◽  
Vol 02 (01) ◽  
pp. 39-61
Author(s):  
Mehek Naeem ◽  
Fariha Gul ◽  
Zaheer Asghar ◽  
Naeem Zafar ◽  
Keyword(s):  
Teacher Education ◽  
Human Rights ◽  
Teacher Training ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Human Rights Education ◽  
Transfer Of Knowledge ◽  
Attitudes And Practices ◽  
Study Approach ◽  
Data Content

As per international obligations, Human Rights Education (HRE) should be imparted to all. In Pakistan, teacher training institutes and Bachelors in Education (BEd) programs provide a platform for promoting and ensuring the teaching of human rights to prospective teachers. Hence, the purpose of this study was to assess the extent of the transfer of knowledge about human rights to pre-service teachers during their BEd courses. A case study approach was used in qualitative paradigm to study the BEd programs of three education universities in Lahore, Pakistan. The study used document analysis and survey with pre-service teachers for the collection of data. Content analysis was used to analyze the scheme of studies given by the Higher Education Commission (HEC) of Pakistan and the subsequent curricula used by the universities under study. A survey was conducted with 150 pre-service teachers in order to determine their overall knowledge, attitudes and practices as prospective teachers towards the teaching of human rights. The results revealed that an overall positive attitude towards teaching and learning of HRE was found among the respondents of the study. However, no specific module, course or topics in a course focused on HRE in the curricula. The study reflects the need of integration of HRE in teacher training curriculum and recommends that HRE should be a mandatory part of teacher education curricula.

Human Rights Education for Youth With Intellectual Disabilities and Families

2009 ◽  
Author(s):  
Robyn Saaltink ◽  
Frances A. Owen ◽  
Donato Tarulli ◽  
Christine Y. Tardif-Williams
Keyword(s):  
Human Rights ◽  
Intellectual Disabilities ◽  
Human Rights Education
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