Teaching and human rights from the perspective of the training of Kalunga teachers in the early years of Monte Alegre de Goiás
Teaching. Teacher training. Human rights. Kalunga, Culture circles. Critical pedagogy.
Thesis project that aims to investigate the perception of human rights in the training and performance of Kalunga teachers in the early years of the municipality of Monte Alegre de Goiás. It is based on the Liberating Pedagogy motivated by Freirean popular culture circles in Brazil and Guinea-Bissau, with a view to promoting the construction of a Gramscian Unitary School of human rights. The main works they base are Freire (1967, 2020 and 2021), Gramsci (1982 and 2006), Semeraro (2021), Manacorda (1990), Nosella (2004). This is a qualitative research developed through a complex case study, according to the teachings of Ludke & Menga (2014), Demo (2001, 2005 and 2011), Triviños (2009) and Yin (2015). The approach consists of deepening the works of Freire and Gramsci using other works aligned with critical pedagogy, which discuss teacher training and human rights, Imbernón (2006), Gatti (2022), Candau & Sacavino (2013), among others, in Latin America, from the performance of subjects of African ancestry, within Quilombo Kalunga. It is expected, at the end of the investigation, to produce a doctoral thesis that explains violations and produces devices that reach the pedagogical praxis and conceives the training of teachers as a human right, capable of contributing to the right of poor and black children to learn.