Education Journal

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Education in Human Rights: Conceptions and Educational Practices

Received: 23 November 2018    Accepted: 22 December 2018    Published: 19 January 2019
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Abstract

These paper article analyse the problem how the human rights are conceived and carried out made effective in the educational environment of two public high schools of the state system of education in Brazil, based on students’ perceptions and teacher’s opinions. Objectives of the study: Aligned to the Universal Declaration of Human Rights (UDHR) from 1948, as well as the fundamentals and the historical and legal milestones, the study proposes to identify youth perceptions and teacher’s opinions about the implementation of human rights in the school environment and its manifestations in educational practices. Methodology: We used a questionnaire with open-ended and close-ended questions to students (45) and interviews with open-ended questions to teachers (17). The categories analysed were organised in: tolerance and respect to differences and diversities, gender equality, respectful attitude towards sexual orientation, age differences, environmental care, experience in peace and solidarity situations, valorisation and respect to cultural diversities. Conclusions: Research results analysis of both in students’ and teachers’ perceptions revealed that in schooling context, considering the established interactions between teachers and students, and students between themselves, pointed to occasional situations of discrimination and prejudice hidden into “pleasantries” and “jokes” emulating ideological strategies of concealment and dissimulation of attitudes regarding lack of respect to the human dignity, considered a universal principle to the establishment of human rights.

DOI 10.11648/j.edu.20190801.11
Published in Education Journal (Volume 8, Issue 1, January 2019)
Page(s) 1-10
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Education in Human Rights, School, Respect, Educational Practices, Human Dignity

References
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Author Information
  • Department of Education, Federal University, S?o Luís do Maranh?o, Brazil

  • Department Institute of Education, University Lusophone, Lisbon, Portugal

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    Francisca Barros Matos, Maria Neves Gonçalves, José Viegas Brás. (2019). Education in Human Rights: Conceptions and Educational Practices. Education Journal, 8(1), 1-10. https://doi.org/10.11648/j.edu.20190801.11

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    Francisca Barros Matos; Maria Neves Gonçalves; José Viegas Brás. Education in Human Rights: Conceptions and Educational Practices. Educ. J. 2019, 8(1), 1-10. doi: 10.11648/j.edu.20190801.11

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    AMA Style

    Francisca Barros Matos, Maria Neves Gonçalves, José Viegas Brás. Education in Human Rights: Conceptions and Educational Practices. Educ J. 2019;8(1):1-10. doi: 10.11648/j.edu.20190801.11

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  • @article{10.11648/j.edu.20190801.11,
      author = {Francisca Barros Matos and Maria Neves Gonçalves and José Viegas Brás},
      title = {Education in Human Rights: Conceptions and Educational Practices},
      journal = {Education Journal},
      volume = {8},
      number = {1},
      pages = {1-10},
      doi = {10.11648/j.edu.20190801.11},
      url = {https://doi.org/10.11648/j.edu.20190801.11},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.edu.20190801.11},
      abstract = {These paper article analyse the problem how the human rights are conceived and carried out made effective in the educational environment of two public high schools of the state system of education in Brazil, based on students’ perceptions and teacher’s opinions. Objectives of the study: Aligned to the Universal Declaration of Human Rights (UDHR) from 1948, as well as the fundamentals and the historical and legal milestones, the study proposes to identify youth perceptions and teacher’s opinions about the implementation of human rights in the school environment and its manifestations in educational practices. Methodology: We used a questionnaire with open-ended and close-ended questions to students (45) and interviews with open-ended questions to teachers (17). The categories analysed were organised in: tolerance and respect to differences and diversities, gender equality, respectful attitude towards sexual orientation, age differences, environmental care, experience in peace and solidarity situations, valorisation and respect to cultural diversities. Conclusions: Research results analysis of both in students’ and teachers’ perceptions revealed that in schooling context, considering the established interactions between teachers and students, and students between themselves, pointed to occasional situations of discrimination and prejudice hidden into “pleasantries” and “jokes” emulating ideological strategies of concealment and dissimulation of attitudes regarding lack of respect to the human dignity, considered a universal principle to the establishment of human rights.},
     year = {2019}
    }
    

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    T2  - Education Journal
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    AB  - These paper article analyse the problem how the human rights are conceived and carried out made effective in the educational environment of two public high schools of the state system of education in Brazil, based on students’ perceptions and teacher’s opinions. Objectives of the study: Aligned to the Universal Declaration of Human Rights (UDHR) from 1948, as well as the fundamentals and the historical and legal milestones, the study proposes to identify youth perceptions and teacher’s opinions about the implementation of human rights in the school environment and its manifestations in educational practices. Methodology: We used a questionnaire with open-ended and close-ended questions to students (45) and interviews with open-ended questions to teachers (17). The categories analysed were organised in: tolerance and respect to differences and diversities, gender equality, respectful attitude towards sexual orientation, age differences, environmental care, experience in peace and solidarity situations, valorisation and respect to cultural diversities. Conclusions: Research results analysis of both in students’ and teachers’ perceptions revealed that in schooling context, considering the established interactions between teachers and students, and students between themselves, pointed to occasional situations of discrimination and prejudice hidden into “pleasantries” and “jokes” emulating ideological strategies of concealment and dissimulation of attitudes regarding lack of respect to the human dignity, considered a universal principle to the establishment of human rights.
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