<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2025000301342</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.086.ds12</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Quando a dignidade não cabe na ementa: uma análise da formação inicial de pedagogas(os) no Brasil]]></article-title>
<article-title xml:lang="es"><![CDATA[Cuando la dignidad no cabe en el programa: un análisis de la formación inicial de pedagogas/os en Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[When dignity does not fit the syllabus: an analysis of the early teachers training in Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Eliana Batista]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A1"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Carlos Francisco de Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Furtado]]></surname>
<given-names><![CDATA[Luís Távora Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Coimbra (UC) Faculdade de Psicologia e de Ciências da Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="A1a">
<institution><![CDATA[,Universidade Federal do Ceará Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Contagem MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Coimbra (UC) Faculdade de Psicologia e de Ciências da Educação ]]></institution>
<addr-line><![CDATA[Coimbra ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Ceará (UFC) Faculdade de Educação Fortaleza ]]></institution>
<addr-line><![CDATA[ CE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<volume>25</volume>
<numero>86</numero>
<fpage>1342</fpage>
<lpage>1356</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000301342&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000301342&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000301342&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este apresenta a presença/ausência de indicadores da Educação em Direitos Humanos (EDH) nos currículos dos cursos de Pedagogia no Brasil, a partir da análise de conteúdo de 220 Projetos Pedagógicos de Curso (PPCs) de instituições públicas e privadas. Os resultados revelam que a EDH permanece marginalizada, com abordagens fragmentadas, pontuais e frequentemente eletivas, sem articulação interdisciplinar e sem centralidade na formação docente. A investigação adota uma abordagem qualiquantitativa e fundamenta-se em referenciais críticos e decoloniais, apontando que os princípios de igualdade, liberdade e identidade são os mais recorrentes, enquanto dimensões como relações étnico-raciais, de gênero, afetivo-sexuais e mais-que-humanas são escassamente abordadas. O estudo interpreta esses dados como expressão de um projeto de formação ainda ancorado em um mito universal de humanidade, que silencia outras formas de existência e conhecimento. Ao propor a EDH decolonial como prática ética e insurgente, o artigo defende uma formação que valorize a dignidade em sua dimensão relacional, política e planetária.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo emplea un análisis de contenido de 220 proyectos pedagógicos de curso (PPC) de instituciones públicas y privadas para examinar la incorporación de la educación en derechos humanos (EDH) en los planes de estudio de la pedagogía en Brasil. Los resultados indican que la EDH persiste en un estado marginado, abordada con frecuencia de manera fragmentada, optativa y no interdisciplinaria, lo que revela una falta de centralidad en la formación docente. La investigación emplea un enfoque de métodos mixtos, basándose en marcos teóricos críticos y descoloniales. El análisis revela que los principios más citados son la igualdad, la libertad y la identidad, mientras que dimensiones clave como las relaciones étnico-raciales, de género, afectivo-sexuales y más allá de lo humano rara vez se abordan. Estos patrones se interpretan como síntomas de un proyecto formativo que sigue basado en un mito universal de la humanidad que suprime otras formas de ser y de conocer. El artículo propone la EDH descolonial como una práctica ética y subversiva, y defiende una formación docente que valore la dignidad como principio relacional, político y planetario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Direitos Humanos]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Decolonialidade]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[Educación en derechos humanos]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía]]></kwd>
<kwd lng="es"><![CDATA[Descolonialidad]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Human Rights Education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Decoloniality]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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