Políticas curriculares para a formação de professores para a educação em direitos humanos no Brasil

Giovanna Martins Capaci Rodrigues; Luiz Gustavo Tiroli; Adriana Regina de Jesus Santos

doi:10.1590/SciELOPreprints.17391

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Giovanna Martins Capaci Rodrigues Londrina State University https://orcid.org/0009-0001-2096-7134
- Conceptualization
- Data Curation
- Formal Analysis
- Funding Acquisition
- Investigation
- Methodology
- Resources
- Software
- Visualization
- Writing – Original Draft Preparation
- Writing – Review & Editing
Luiz Gustavo Tiroli Londrina State University https://orcid.org/0000-0002-7912-8319
- Conceptualization
- Data Curation
- Formal Analysis
- Funding Acquisition
- Investigation
- Methodology
- Project Administration
- Resources
- Software
- Supervision
- Validation
- Visualization
- Writing – Original Draft Preparation
- Writing – Review & Editing
Adriana Regina de Jesus Santos Londrina State University https://orcid.org/0000-0002-9346-5311
- Conceptualization
- Data Curation
- Formal Analysis
- Funding Acquisition
- Investigation
- Methodology
- Project Administration
- Resources
- Software
- Supervision
- Validation
- Visualization
- Writing – Original Draft Preparation
- Writing – Review & Editing

DOI:

https://doi.org/10.1590/SciELOPreprints.17391

Keywords:

Curriculum, teacher training, human rights, BNC-Formação

Abstract

Human Rights Education (HRE) is a curricular policy that guides educational processes related to human rights in different social spaces. Among the actions to promote HRE, teacher training stands out as a central strategy for its implementation in educational contexts. In this context, the question is: what are the main implications of national curriculum policies for teacher training for HRE in the school context? The objective is to understand national curricular policies for teacher training regarding educational work in human rights. This is a descriptive and exploratory study, based on bibliographic and documentary research, covering three documents: I) the National Plan for Human Rights Education (PNEDH); II) the National Guidelines for Human Rights Education; and III) BNC-Formação (Resolution CNE/CP No. 04/2024), considering their approaches to teacher education. It is concluded that, although the documents mention the topic, they still address it in an incipient and fragmented manner, making it necessary to deepen and strengthen its treatment within national curricular policies aimed at teacher education in human rights.

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Author Biographies

Giovanna Martins Capaci Rodrigues, Londrina State University

Giovanna Martins Capaci Rodrigues is a Master's student in Education at the State University of Londrina, specializing in the research area of Teaching: Knowledge and Practices. She holds a degree in Pedagogy from the same institution. She works in the fields of curriculum, teacher education, and teaching practice, with an emphasis on Human Rights Education. She is a member of the Curriculum, Teacher Education, and Teaching Practice Study and Research Group (DGP/CNPq/UEL) and an NAPI scholarship recipient.

Luiz Gustavo Tiroli, Londrina State University

Luiz Gustavo Tiroli holds a Master's degree in Education and is currently a doctoral candidate in Education at the State University of Londrina (UEL), specializing in the research area of "Teaching: Knowledge and Practices" with a focus on Teacher Education. He holds degrees in Law (State University of Londrina), Business Administration (Filadélfia University Center), and Pedagogy (Pontifical Catholic University of Paraná). He works in the fields of Law and Education, with an emphasis on Human Rights Education, Legal Education, Teacher Education, and Curriculum. He is a member of the "Curriculum, Teacher Education, and Teaching Work" Study and Research Group (DGP/CNPq/UEL), the Brazilian Network for Human Rights Education, and the Latin American and Caribbean Network for Human Rights Education.

Adriana Regina de Jesus Santos, Londrina State University

Adriana Regina de Jesus holds a Doctorate in Education (Curriculum) from the Pontifical Catholic University of São Paulo. She earned a Master's degree in Education from the State University of Ponta Grossa, a specialization in the Sociology of Education, and an undergraduate degree in Pedagogy from the State University of Londrina (UEL). She is currently an Associate Professor at UEL, affiliated with the Department of Education and the Graduate Program in Education (PPGE/UEL), working in the areas of curriculum, teacher education, teaching work, educational policies, and human rights education. She coordinates the Study and Research Group on Curriculum, Teacher Education, and Teaching Work (DGP/CNPq/UEL).