Educação em/para os direitos humanos: o que nos ensinam os livros didáticos de História?

Abstract

The present dissertation, titled: "EDUCATION IN / FOR HUMAN RIGHTS: What do the textbooks teach us about History is an analysis of some textbooks of History adopted by public high schools in the Mamanguape Valley/ PB, in order to understand how they have problematized themes related to Education in/ for Human Rights. The textbook, object of our research, is a relevant tool capable of contemplating an EDH for Citizenship, since it is systematically employed by the educator and widely adopted as a basic element in the organization of educational work. Much more than simple didactic material, the book is configured as a political-ideological instrument, a space that undergoes the actions of a complex process of relations and interests of many social groups. In the course of the research, two methodological procedures were used, which were complemented in the research action: a content analysis according to the model of Bardin (2016) and discourse analysis according Orlandi (2000). The methodological approach is, therefore, of a qualitative nature. The research results brought a grateful confirmation: the fact that Didactic Books (at least those examined) offer numerous possibilities for realizing HRE. We try to point them out as far as possible. In a wider sense, the results allowed putting in question our personal prior idea ~- charged of speechs presented in Basic Education – that textbooks do not provide rhe HRE.Of course, these results are relative and demand new studies because there are Didactic Books and Didactic Books, texts and texts. If we observed that the LD (at least those analysed) propitiate HD and EDH, why this knowledge does not materialize in the Schools? The reflections leads to another level of considerations, to the educational practices and to a perhaps previous problem: the teacher education (initial formation). In this way, the achieved results give rise to a more far-reaching reflection: how did the didactic texts better may instill the discourse of the DH at a time when attempts are being made to deconstruct it? Why has not it instituting force like authoritarian discourse? It is necessary to analyze better the discursive nuclei of authoritarian ideological formations to reflect on the discursive arguments/counter-arguments necessary for their refutation, in favor of Culture to/for Human Rights. The purpose of this study is leave to the reader, especially to the educators committed to an education focused on the respect to a Culture of Human Rights, the task of facing seldom explored territories in the educational area, with respect to the HRE to take account of the need to internalize a more politicized positioning against the instruments used in everyday education. This master's dissertation is yet another step in the search, undertaken with so many Brazilians, of maintaining our optimism, our enthusiasm that an HRE is possible and necessary, despite of the last setbacks in the struggle for Human Rights. An academic debate about Education and HR contributes directly to the training of individuals who participate in this system of interaction. It is expected that the guarantee of a HRE not only brings greater effectiveness of people as subjects of rights but also contributes to a better understanding of the multiple faces of human dignity.