Pedagogical practice, Human rights education, Teachers

This dissertation is the continuation of the research project “Perceptions of education in human rights and conflict mediation in the school context of the Federal District”, developed between 2018 and 2022, under the coordination of Prof. Dr. Nair Heloísa Bicalho de Sousa, coordinator of the Center for Studies for Peace and Human Rights at the Center for Advanced Multidisciplinary Studies (NEP/CEAM/UnB), supported by the Federal District Research Support Foundation (FAPDF). The objective of this research is to analyze the pedagogical practice in education and human rights of elementary school teachers – initial years of the public education network in the Federal District in a class school in Ceilândia. To this end, we seek to understand whether teachers have knowledge about the National Plan for Education in Human Rights (PNEDH -BRASIL/MJ/MEC/SDH, 2006) and the National Guidelines for Education in Human Rights (DNEDH/MEC , 2012), main public policies related to human rights education, and how they are inserted into everyday pedagogical practice. This is an exploratory, descriptive and explanatory case study, with a qualitative (documentary) and quantitative (statistical) approach. It is guided by the qualitative case study approach (YIN, 1994, 2001; GIL, 1995; WIMMER, 1996; RICHARDSON, 1999); quantitative-statistical approach (RICHARDSON, 1999; TRIVIÑOS, 1987); critical theory of human rights (ESCRIVÃO FILHO and SOUSA JUNIOR, 2016; HERRERA FLORES, 2009); critical theory of human rights education in Latin America (CANDAU, 2005, 2009; BENEVIDES, 2008; CANDAU & SACAVINO, 2010; CARBONARI, 2006, 2007; Creswell (2007); FREIRE, Paulo, 1987, 1999; MAGENDZO, 2008; CANDAU E SACAVINO, 2010; SOUSA, 2016, 2017; ZENAIDE, 2008, 2020; SILVA E TAVARES, 2013); document analysis (FLICK, 2009; PMEDH, 2005; PNEDH, 2006; DNEDH, 2012).