As práticas pedagógicas dos movimentos sociais como uma ação de educação em e para os direitos humanos : a experiência das Cirandas Infantis do Movimento dos Atingidos por Barragens (MAB)

Abstract

This paper is a study of the pedagogical practice called Cirandas Infantis (Children's Circles) promoted in the context of the Movement of Dam-Affected People as a human rights education action. The research describes the trajectory of the Movement of Dam-Affected People (MAB), presents the political-pedagogical practice of Cirandas Infantis (Children's Circles) and analyzes the activities developed in this space with the aim of raising the discussion of understanding it as a practice of human rights education in the non-formal sphere. The general aim of this work is to understand how the educational practice of Cirandas Infantis, run by the Movement of People Affected by Dams, is constituted as a pedagogical tool for human rights education with children and adolescents affected by dams. To this end, this work relates and discusses the concepts of popular education and human rights education, where the latter inherits from the former the vocation for social transformation, so present in the daily life of Social Movements. Latin American and Brazilian theoretical references are mobilized, such as Paulo Freire on popular education, Maria da Glória Gohn and Miguel Arroyo and their writings on social and popular movements, Maria Nazaré Zenaide and Thula Pires on human rights and the need to racialize the debate around them. This qualitative research analyzed videos from MAB's YouTube page, booklets produced by the Movement as well as documents produced in the cirandas themselves, with the aim of analyzing the methodology that the Movement uses to promote children's cirandas. The recognition of the pedagogical practices of Social Movements, specifically the Cirandas Infantis (Children's Circles), as a practice of education in and for human rights is only possible from the systematizations and publications of the Movement itself and of Roseli Caldart, Ana Aparecida Alberti, who also figure as the theoretical reference of this writing. It was possible to conclude that the Cirandas Infantis are a tool for promoting a culture of respect for human rights, as well as for understanding these rights as something that can be disputed, reaffirming their content as a political-pedagogical practice of education in and for human rights.