Resumo

EYNG, Ana Maria; SILVA, Jéssica Adriane Pianezzola da  e  CARDOSO, João Casqueira. Intercultural dialogue in the curriculum for the realization of Human Rights Education: possibilities and limits. Educação. Santa Maria [online]. 2021, vol.46, e39257.  Epub 19-Set-2023. ISSN 1984-6444.  https://doi.org/10.5902/1984644439257.

Human Rights Education is at the heart of the problematic of this article, given the dialogic relationship between the educational policies, curricula and perceptions of students. The dialectical method guided this research, using a qualitative approach, and included empirical research integrating the collection of perceptions more than four hundred high school students and the review of public policy documents and nine high school educational projects. The analysis of documents and perceptions of young people helps identify the fragility of learning and experience of Human Rights in Brazilian schools. Students demonstrate their expectations of Human Rights Education, requiring greater space for participation, equal treatment, freedom of expression and questioning. Human Rights Education in the curriculum would also allow a dialogue between equality and difference in the critical intercultural perspective.

Palavras-chave : Human Rights; School curriculum; Interculturality..

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