Abstract

SOUZA, Eliana Batista; REIS, Carlos Francisco de Sousa  and  FURTADO, Luís Távora Ribeiro. When dignity does not fit the syllabus: an analysis of the early teachers training in Brazil. Rev. Diálogo Educ. [online]. 2025, vol.25, n.86, pp.1342-1356.  Epub Oct 24, 2025. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.25.086.ds12.

This paper presents a content analysis of 220 Course Pedagogical Projects (CPPs) from public and private institutions to examine the incorporation of Human Rights Education (HRE) in the curricula of Pedagogy courses in Brazil. The findings indicate that HRE persists in a marginalized state, frequently addressed in a fragmented, elective, and non-interdisciplinary manner, exhibiting an absence of centrality in the realm of teacher training. The research employs a mixed-methods approach, drawing on critical and decolonial theoretical frameworks. The analysis reveals that equality, liberty, and identity are the most frequently cited principles, while key dimensions such as ethno-racial, gender, affective-sexual, and more-than-human relations are rarely addressed. These patterns are interpreted as symptoms of a formation project that remains grounded in a universal myth of humanity that suppresses other ways of being and knowing. The paper proposes decolonial HRE as an ethical and insurgent practice, advocating for a teacher training that values dignity as a relational, political, and planetary principle.

Keywords : Teacher training; Human Rights Education; Pedagogy; Decoloniality; Curriculum.

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