Educação em direitos humanos e suas contribuições no processo da educação de jovens e adultos do campo

Abstract

This master’s dissertation is the result of theoretical research in the Master's Degree in Human Rights, Citizenship and Public Policies at the Federal University of Paraíba. Its aim is to understand how Human Rights Education dialogues with Youth and Adult Education in the context of Rural Education, in order to contribute to a human, integrative and emancipatory formation of its subjects, understanding how Human Rights Education is a fundamental tool for the achievement. This is a bibliographic research, based on the works of Caldart (2012, 2015) Freire (2016, 2014, 1993), Brandão (2012), Oliveira (2015), Arroyo (2014, 2012, 2004), Ramos, Moreira and Santos (2004), among others who made it possible to deepen and critically reflect on the theme in question. Initially, some reflections are made regarding the historical path of rural education for young people and adults, a path that goes until its consolidation and recognition as public policy. Then, this research addresses the meanings and origins of Alternation Pedagogy in Brazil, considering it as an adequate and effective pedagogical tool for Rural Education, followed by a discussion about Human Rights education as an instrument for the realization of a citizen, emancipatory and democratic education. At the end of this study, we can affirm that Youth and Adult Education in the countryside faces several challenges since its genesis, such as the closing of schools, the absence of appropriate teacher training, a specific curriculum that works with local, cultural, political realities and integrating to the rural population and that consider alternation pedagogy as a pedagogical tool in the educational process in order to provide integral education and in a perspective that transcends formal education and is economically viable in order to guarantee students conditions for the continuity of their studies. The Bill 6498/2016 presented by the Chamber of Deputies in order to recognize Alternation Pedagogy as an official possibility of teaching in rural schools will certainly bring greater legal certainty and guarantee state resources for the viability of this type of teaching.