Formação em direitos humanos dos professores do ensino fundamental de Palmas/TO: práticas pedagógicas e proposições para a formação continuada

Abstract

This research report addresses the issue of Human Rights Education in Basic Education teacher formation. The proposal starts from the question about what formation in Human Rights do Elementary School teachers in Palmas/TO have? The objective is to understand the formation in Human Rights of teachers of Elementary School in Palmas/TO, in order to propose pedagogical practices for continuing education in this area. The interest on the subject is related to the teaching practice in Basic Education, as well as the constant practical concerns about the multiple demands related to Human Rights today. It is understood that this concern is not an isolated phenomenon, but something present in Brazilian society, in the educational routine and in the teaching practice in general. The theoretical and empirical study is based on the hermeneutic phenomenological method, with a quantitative-qualitative approach. The primary data collection took place through a semi-structured interview with elementary school teachers from four schools in Palmas, using the methodological technique of snowball sampling. The data treatment was based on the hermeneutic analysis of the content to reveal understandings, conceptions and teaching practices on the subject of Education in Human Rights. The study made it possible to understand the teaching experience, such as the desire for better formation to deal with issues related to Human Rights in practice. Based on this reality, a strategy of continued teacher education was proposed, in the form of a Lato Sensu Postgraduated Program, with a curriculum organized from the cycle of teaching through research and guided by the interdisciplinarity of Human Rights in Luther's pedagogy and in the liberating and emancipator pedagogy of Paulo Freire.