In 10 December 1948, the United Nations (HIM-HER-IT) officially adopted the Universal Declaration of Human Rights (DUDH). Prepared by representatives of different legal and cultural backgrounds from all regions of the world, the Declaration was proclaimed by the United Nations General Assembly in Paris.
with an initial part (preamble) e 30 articles, the Declaration was a response to the atrocities committed in two world wars. By stating, for the first time, on a planetary scale, the role of human rights in collective coexistence, universal protection of the ideals of freedom of thought is established, of expression and equality before the law.
At the University of Taubate (UNITAU), students from the 3rd and 4th periods of the degree courses in Letters and History developed booklets on human rights, presenting in a more didactic way the main contents.
“We worked on one of the modules of the Sociology of Education discipline, which was Education in human rights. Then, at the beginning of the semester, I made a proposal to the students about the Practices as a curricular component (PCC), based on experiences I had from other disciplines”, says Prof.. Dr. André Luiz da Silva.
according to the teacher, the idea was to facilitate understanding through the division into themes. “I suggested the idea of making a booklet on human rights aimed at basic education students. And the activity was organized into nine themes, with vulnerable or minority groups in Brazilian society. The activity was divided into three stages., tell the teacher.
The first step was an individual survey. Then, the students exchanged their experiences with each other about what they had researched. And the final step was the presentation in the room.
“The presentations lasted two weeks and it was really cool because it was a collective learning experience.. It was a very important moment of exchange, of testimonies between the class and I was also able to put the importance of human rights”.
The teacher cited some examples of topics worked. “We were able to bring up situations of bullying, of prejudice, of discrimination that take place in the classroom. Having this knowledge about Human Rights makes the student alert so that he can know how to act when witnessing situations like this in the school context”, reinforces professor André.
for the teacher, human rights need to be permanently remembered. "Amazingly, there are groups in society that understand that the dignity of the human person is not universal, doesn't have the same weight for everyone. Then, at all times, e, especially, the day 10 December should lead society to reflect on the importance of Human Rights and the Declaration and, mainly, in the field of education, from elementary school to graduation, to promote the rights of those who suffer most attacks.”.
The initiative was approved by the students. Vinicius Feres Laud, of the 4th period of the History course, worked with the issue of racial discrimination.
"It was a very good experience, because I managed to complement some more ideas that I already had, but I didn't have that much foundation. E, with this job, I managed to have a broader view and that there may be different issues, even though I haven't worked it out in practice yet. When we study it's different, in person it is much more difficult, the impact is much greater”.
The PCC proposal is an attempt to solve the challenge of associating theory and practice for future teachers as a complement to the knowledge, of competences and skills acquired in the course curriculum. The also professor of the Department of Letters of UNITAU, prof. Drag. Adriana Cintra de Carvalho Pinto, comments on the new requirement of the National Curriculum Guidelines (DCNs) for undergraduate curricula.
“Students need to do things, practical activities, involving the knowledge they acquire at the University, and these practices have to be community-oriented”, inform the teacher.
Ariane Galhardo
ACOM/UNITAU
