Education in Human Rights: Conceptions and Educational Practices

Francisca Barros Matos; Maria Neves Gonçalves; José Viegas Brás

doi:doi:10.11648/j.edu.20190801.11

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Education in Human Rights: Conceptions and Educational Practices

Francisca Barros Matos, Maria Neves Gonçalves, José Viegas Brás

Published in Education Journal (Volume 8, Issue 1)

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.

Published in	Education Journal (Volume 8, Issue 1)
DOI	10.11648/j.edu.20190801.11
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), 2019. Published by Science Publishing Group

Keywords

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

References

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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://article.sciencepublishinggroup.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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TY  - JOUR
T1  - Education in Human Rights: Conceptions and Educational Practices
AU  - Francisca Barros Matos
AU  - Maria Neves Gonçalves
AU  - José Viegas Brás
Y1  - 2019/01/19
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DO  - 10.11648/j.edu.20190801.11
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.
VL  - 8
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Author Information

Francisca Barros Matos

Department of Education, Federal University, S?o Luís do Maranh?o, Brazil
Maria Neves Gonçalves
José Viegas Brás

Department Institute of Education, University Lusophone, Lisbon, Portugal

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APA Style

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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ACS 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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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

Copy | Download

@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://article.sciencepublishinggroup.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}
}

Copy | Download

TY  - JOUR
T1  - Education in Human Rights: Conceptions and Educational Practices
AU  - Francisca Barros Matos
AU  - Maria Neves Gonçalves
AU  - José Viegas Brás
Y1  - 2019/01/19
PY  - 2019
N1  - https://doi.org/10.11648/j.edu.20190801.11
DO  - 10.11648/j.edu.20190801.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 1
EP  - 10
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20190801.11
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.
VL  - 8
IS  - 1
ER  -

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