Human Rights Education in the curriculum: teaching and learning through portfolios

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dc.contributor.authorKlein, Ana Maria [UNESP]
dc.contributor.authorOliveira, Flaviana de Freitas [UNESP]
dc.contributor.authorCosta, Juliana Dos Santos [UNESP]
dc.contributor.authorDos Santos, Paula Toledo Lara [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.date.accessioned2023-07-29T14:52:05Z
dc.date.available2023-07-29T14:52:05Z
dc.date.issued2022-01-01
dc.description.abstractThis article presents a documental analysis of a corpus consisting on 95 portfolios prepared in a Human Rights Education (EDH) course offered in a postgraduate course. Portfolios were used as a methodological strategy to approach contents related to Human Rights (HR) in interdisciplinary and transversal perspective, prioritizing the perception of these rights from reality. At the beginning of the course, for 5 consecutive weeks, the students prepared portfolios in response to the proposal to bring some Human Right that they encountered using a vehicle chosen by them, for example: news, music, movies, images, among others. This is an applied research with a qualitative approach, whose objectives were: to analyze the HR present in the portfolios; identifity the vehicles used in portfolios. The analysis of the material was carried out through the categorization of Human Rights and vehicles. The results show that most of the portfolios analyzed, 65%, refer to civil and political rights. In 24% of the portfolios refer to economic, social and cultural rights. The third group, with 11% of portfolios, highlights diffuse and collective rights that are characterized by being aimed at a specific group, category or set of people who have some kind of bond, something in common. The most present vehicle among the analyzed works were those that publish news, with 44% of portfolios; then, art-related, such as images, music and poems with 38% of portfolios. The use of portfolios supported the perception and discussion of Human Rights in a contextualized way, also indicating the different vehicles that can contribute to the approach of these contents in the classroom.en
dc.description.affiliationInstituto de Biociências Letras e Ciências Exatas Universidade Estadual Paulista “Júlio de Mesquita Filho”, Rua Cristovão Colombo, 2265, São Paulo
dc.description.affiliationUnespInstituto de Biociências Letras e Ciências Exatas Universidade Estadual Paulista “Júlio de Mesquita Filho”, Rua Cristovão Colombo, 2265, São Paulo
dc.identifierhttp://dx.doi.org/10.4025/actascieduc.v44i1.62272
dc.identifier.citationActa Scientiarum - Education, v. 44.
dc.identifier.doi10.4025/actascieduc.v44i1.62272
dc.identifier.issn2178-5201
dc.identifier.issn2178-5198
dc.identifier.scopus2-s2.0-85139747070
dc.identifier.urihttp://hdl.handle.net/11449/249250
dc.language.isoeng
dc.language.isopor
dc.relation.ispartofActa Scientiarum - Education
dc.sourceScopus
dc.subjecthuman rights
dc.subjecthuman rights education
dc.subjectportfolios
dc.subjectteaching
dc.titleHuman Rights Education in the curriculum: teaching and learning through portfoliosen
dc.titleEducación en Derechos Humanos en el currículo: enseñanza y aprendizaje a través de portafolioses
dc.titleEducação em Direitos Humanos no currículo: ensinando e aprendendo por meio de portfóliospt
dc.typeArtigo
unesp.author.orcid0000-0002-0004-1908[1]
unesp.author.orcid0000-0003-3714-5820[2]
unesp.author.orcid0000-0002-3708-184X[3]
unesp.author.orcid0000-0001-6546-4058[4]

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