School and education in Human Rights
DOI:
https://doi.org/10.30712/guara.v1i1.10083Abstract
Although Human Rights Education (HRE) does not depend exclusively on formal education, the centrality of schools in the development of individuals for citizenship and human rights is undeniable. The National Human Rights Plan (PNDH 3), the National Human Rights Education Plan (PNDH), and the recent National Curricular Guidelines for Human Rights Education pave the way for the Brazilian state to assume constitutional and international commitments to the realization of human rights. This article addresses aspects of the role of schools in promoting HRE in light of the principles established in the aforementioned standards, namely (i) human dignity; (ii) equal rights; (iii) recognition and appreciation of differences and diversity; (iv) the secular nature of the state; (v) democracy in education; (vi) transversality, experientiality, and globality; and (vii) socio-environmental sustainability.
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