Educação em direitos humanos na educação superior: análise de cursos de pedagogia do estado de São Paulo
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2023-02-10
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Universidade Estadual Paulista (Unesp)
Resumo
Nesta tese, apresentam-se resultados de pesquisa de Doutorado em Educação que foi norteada pelas seguintes questões investigativas: de que maneira as políticas públicas para a educação em direitos humanos (EDH) estão implementadas em cursos de Pedagogia presenciais do estado de São Paulo? Quais as possíveis diferenças e/ou semelhanças entre faculdades isoladas, centros universitários e universidades (instituições públicas e privadas) no que diz respeito às formas dessa implementação? Diante do contexto mundial pautado na ideologia neoliberal, educar em direitos humanos tornou-se uma esperança de efetivação de uma cultura de direitos humanos, que promova a paz, a justiça social, a prática da tolerância e do respeito à diversidade. A formação permanente de professores(as) foi apresentada como um dos cinco componentes determinantes para o êxito da EDH em todo o mundo, logo na primeira fase do Plano de Ação do Programa Mundial de Educação em Direitos Humanos (PMEDH) e, em nível nacional, políticas públicas regulamentam a inserção da EDH em Instituições de Ensino Superior (especialmente naquelas que ofertam cursos de formação para a docência), como o Plano Nacional de Educação em Direitos Humanos (PNEDH) e as Diretrizes Nacionais para a Educação em Direitos Humanos (DNEDH). Assim, a pesquisa apresentada nesta tese teve como objetivo geral: identificar de que maneira as políticas públicas para a educação em direitos humanos estão implementadas em cursos de Pedagogia presenciais do estado de São Paulo e realizar uma análise das formas dessa implementação, considerando-se a diversificação das Instituições de Ensino Superior que oferecem esse curso, no que diz respeito à organização acadêmica e à categoria administrativa. No que concerne aos procedimentos metodológicos, optou-se por realizar pesquisa bibliográfica, documental e de campo, utilizando-se instrumentos de coleta de dados da abordagem qualitativa de pesquisa, como a aplicação de questionários. A técnica de análise de conteúdo orientou as interpretações e inferências sobre os dados coletados. A finalização deste estudo investigativo leva à ponderação de que é preciso repensar a maneira como todas as instituições vêm abrindo espaço para a educação em direitos humanos na formação de professores(as), visto que, no geral, as políticas públicas para a educação em direitos humanos estão implementadas de maneira insuficiente em cursos de Pedagogia presenciais do estado de São Paulo, embora cada segmento de Instituições de Ensino Superior apresente especificidades.
In this thesis, we present the results of a Doctorate in Education research that was guided by the following investigative questions: how are public policies for human rights education (HRE) implemented in face-to-face Pedagogy courses in the state of São Paulo? What are the possible differences and/or similarities between isolated colleges, university centers and universities (public and private institutions) with regard to the forms of this implementation? Faced with the global context based on neoliberal ideology, educating in human rights has become a hope for the realization of a culture of human rights, which promotes peace, social justice, the practice of tolerance and respect for diversity. The permanent training of teachers was presented as one of the five determining components for the success of EDH worldwide, right in the first phase of the Plan of Action of the World Program on Education in Human Rights (PMEDH) and, at the national level , public policies regulate the inclusion of EDH in Higher Education Institutions (especially those that offer training courses for teaching), such as the National Plan for Education in Human Rights (PNEDH) and the National Guidelines for Education in Human Rights (DNEDH ). Thus, the research presented in this thesis had the general objective: to identify how public policies for education in human rights are implemented in face-to-face Pedagogy courses in the state of São Paulo and to carry out an analysis of the forms of this implementation, considering the diversification of Higher Education Institutions that offer this course, with regard to academic organization and administrative category. With regard to methodological procedures, it was decided to carry out bibliographical, documentary and field research, using data collection instruments from the qualitative research approach, such as the application of questionnaires. The content analysis technique guided the interpretations and inferences about the collected data. The completion of this investigative study leads to the consideration that it is necessary to rethink the way in which all institutions have been making room for human rights education in teacher training, since, in general, public policies for education in human rights human resources are insufficiently implemented in face-to-face Pedagogy courses in the state of São Paulo, although each segment of Higher Education Institutions presents specificities.
In this thesis, we present the results of a Doctorate in Education research that was guided by the following investigative questions: how are public policies for human rights education (HRE) implemented in face-to-face Pedagogy courses in the state of São Paulo? What are the possible differences and/or similarities between isolated colleges, university centers and universities (public and private institutions) with regard to the forms of this implementation? Faced with the global context based on neoliberal ideology, educating in human rights has become a hope for the realization of a culture of human rights, which promotes peace, social justice, the practice of tolerance and respect for diversity. The permanent training of teachers was presented as one of the five determining components for the success of EDH worldwide, right in the first phase of the Plan of Action of the World Program on Education in Human Rights (PMEDH) and, at the national level , public policies regulate the inclusion of EDH in Higher Education Institutions (especially those that offer training courses for teaching), such as the National Plan for Education in Human Rights (PNEDH) and the National Guidelines for Education in Human Rights (DNEDH ). Thus, the research presented in this thesis had the general objective: to identify how public policies for education in human rights are implemented in face-to-face Pedagogy courses in the state of São Paulo and to carry out an analysis of the forms of this implementation, considering the diversification of Higher Education Institutions that offer this course, with regard to academic organization and administrative category. With regard to methodological procedures, it was decided to carry out bibliographical, documentary and field research, using data collection instruments from the qualitative research approach, such as the application of questionnaires. The content analysis technique guided the interpretations and inferences about the collected data. The completion of this investigative study leads to the consideration that it is necessary to rethink the way in which all institutions have been making room for human rights education in teacher training, since, in general, public policies for education in human rights human resources are insufficiently implemented in face-to-face Pedagogy courses in the state of São Paulo, although each segment of Higher Education Institutions presents specificities.
Descrição
Palavras-chave
Educação em direitos humanos, Educação superior, Formação de professores, Human rights education, College education, Teacher training
Como citar
MACIEL, Talita Santana. Educação em direitos humanos na educação superior: análise de cursos de pedagogia do estado de São Paulo. Universidade Estadual Paulista (Unesp), 2023.