Ensino dos direitos humanos na Educação Profissional e Tecnológica: uma análise das concepções de professores e alunos do ensino médio integrado do Instituto Federal do Amapá

Abstract

This research is part of the final work of the Stricto Sensu Postgraduate course in Professional and Technological Education (ProfEPT), in the research line Organization and Memories of Pedagogical Spaces in Professional and Technological Education and aimed to understand the conceptions of teachers and students of the Federal Institute of Amapá (IFAP), Macapá Campus regarding human rights and the teaching of these rights in school, as well as, identify what conceptions students have about human rights, analyzing whether they recognize themselves as subjects of these rights and the importance they attribute to the teaching of human rights in classes, as well as understand the perceptions, difficulties and experiences of teachers in integrating content related to human rights in their curricular components, and also prepare and present as an educational product an educational booklet as a support instrument for human rights education in the school context. The methodological approach adopted was a qualitative one, involving a bibliographic review, semi-structured interviews with teachers and the application of a questionnaire with closed and open questions, via Google Forms, to third-year students of Integrated High School. Data analysis was based on Content Analysis, according to Bardin (2016). Based on the data collected in the research, an educational product was developed in the form of a booklet, aiming to contribute, as a teaching resource, to human rights education. The study revealed that most teachers understand human rights as universal, related to citizenship and human dignity, although a mistaken view has emerged that these rights are intended only for "criminals." They recognize the important role of human rights in building a society that values diversity, ensures material equality, and promotes racial and gender equity. They emphasize that human rights are indispensable to guaranteeing minimum conditions of dignity, emphasizing education as a fundamental right that enables the realization of others. However, they point out that, in reality, this right to education has been denied in practice. They advocate for the development of conscious citizens and identify adequate teacher training and the political polarization present in schools as the main challenges. Thus, the importance of research lies in its contribution to strengthening a culture of respect, promotion and protection of human rights in the educational space. Keywords: human rights; teachers; teaching; Vocational and Technological Education.