CONSIDERAÇÕES A RESPEITO DA EDUCAÇÃO EM/PARA OS DIREITOS HUMANOS, DIVERSIDADES E PRÁTICAS EDUCATIVAS

Abstract

This work aims to discuss and understand how human rights and the appreciation of diversity can be integrated into educational practices based on a conception of education focused on the critical and emancipatory formation of subjects. We understand that the relevance of the problem investigated lies in the transformative potential of education, in the sense of opposing an exclusionary objective reality and contributing to the construction of other possibilities of constituting reality that value plurality and promote equality and social justice. The research carried out is qualitative and bibliographical, proposing a philosophical reflection of the object investigated and having as reference the phenomenological hermeneutics anchored in the investigations of Professor Maria Aparecida Viggiani Bicudo (1999; 2006; 2020). The theoretical framework is based mainly on the following authors: Benevides (2024), Candau (2012, 2013, 2018), Coêlho (2012), Freire (1987, 1992, 2001, 2002), Reis (2013, 2021), Sacavino (2009, 2022). We understand that studies aimed at thinking about the relationship between human rights and education inevitably lead us to the understanding that such a theme cannot do without a totalizing vision that considers the concepts of human being, society and education. They demonstrate the irreproachable recognition that human rights are historically constituted and, therefore, cannot be conceived as a given, absolute reality dissociated from the ethical and political dimensions, since such issues are essentially involved with the contradictions engendered by objective reality.