Resiliência e linguagem : a formação do aluno de ensino médio em educação em direitos humanos

Abstract

The text presented is the result of a Master's Degree research in Linguistics and Teaching that deals about language such as social practice, resilience and Human Rights in the training of high school students. Thus, the study sought to evaluate how language and resilient processes can enhance the formation of high school students in human rights education. Various social conflicts can be avoided as long as those involved have a resilient behavior, that is, in a process of overcoming that can be learned and stimulated, helping the individual to recover from any traumatic experience that may happen. As specific objectives we have: to theorize and exemplify the resilience in the formation of high school students, to understand what human rights are and to instigate students to assimilate resilient processes for the practice of these respective rights. In general terms, the discussion on resilience was marked by the debate proposed by Dyer; Mcguinness (1996); Infante (2005); Taboada; Nice; Machado (2006); Vargas, (2009), especially the scale of resilience proposed by Pesce et al (2005), and adapted from Wagnild and Young (1993). The contributions of Curado (2011) and Pereira (2011), as well as Mota, Santos and Costa (2016), Pelizolli (2012), Monteiro (2010), Tavares (2010) and Martins In the debate on Human Rights. The research used a mixed methodological approach, with quantitative and qualitative data collection, which underwent a triangulation process. The data showed that the subjects participating in this research understood the possibility and the need to use the language and the resilient posture as a support for learning in Human Rights.