<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792020000500412</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v16i41.6447</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[NARRATIVAS AUTOBIOGRÁFICAS: ELEMENTOS PARA EDUCAÇÃO EM DIREITOS HUMANOS]]></article-title>
<article-title xml:lang="en"><![CDATA[AUTOBIOGRAPHIC NARRATIVES: ELEMENTS FOR HUMAN RIGHTS EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[NARRATIVAS AUTOBIOGRÁFICAS: ELEMENTOS PARA LA EDUCACIÓN EN DERECHOS HUMANOS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda]]></surname>
<given-names><![CDATA[Camila Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Wilson Elmer]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Triângulo Mineiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>41</numero>
<fpage>412</fpage>
<lpage>430</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792020000500412&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792020000500412&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792020000500412&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste trabalho buscamos compreender elementos que marcaram trajetórias de licenciados em Educação do Campo no que tange a violações de direitos dos povos campesinos e, contribuir com um cenário de interesse acerca do uso de narrativas autobiográficas como instrumento formativo e de pesquisa. Para isso, no contexto de uma disciplina de Educação em Direitos Humanos de um curso de Licenciatura em Educação do Campo, narrativas autobiográficas serviram de eixo condutor para a condução do ensino e a sustentação da aprendizagem ao longo de um semestre. As produções narrativas, um total de dezessete, foram analisadas utilizando como inspiração a Análise de Conteúdo. Os dados foram categorizados em três eixos: escolarização, saúde e acesso à terra. Como resultados, emergiram à compreensão as mais significativas problemáticas acerca de violações de direitos humanos a que se veem submetidos, transversais a todas as histórias no sentido da busca por acesso à Educação, Saúde e Terra. Em todas elas, a presença constante de um sucateamento e, por conseguinte, uma limitação ao acesso a esses direitos, em meio a necessidade de lutas permanentes para modificar esse cenário. Além disso, foi possível considerar que o processo de revisitar suas narrativas, com base na compreensão que alguns aspectos podem ter sido negligenciados ou ofertados de modo inadequado, se configurou como importante instrumento formativo de promoção dos Direitos Humanos. Nesse sentido, ao reconhecerem os direitos que lhes deveriam ter sido assegurados, os estudantes conseguiram identificá-los e problematizá-los em um processo de reconhecimento e empoderamento de si enquanto sujeitos de direito.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this work we seek to understand elements that marked the trajectories of graduates in Rural Education with regard to violations of the rights of peasant peoples and contribute to a scenario of interest regarding the use of autobiographical narratives as a training and research tool. For this, in the context of a Human Rights Education course in a Rural Education Degree course, autobiographical narratives served as the guiding axis for conducting teaching and sustaining learning throughout a semester. Narrative productions, a total of seventeen, were analyzed using Content Analysis as inspiration. The data were categorized into three axes: schooling, health and access to land. As a result, the most significant problems about human rights violations to which they are subjected emerged, transversal to all stories in the sense of seeking access to Education, Health and Land. In all of them, the constant presence of scrap, and therefore a limitation on access to these rights, amid the need for permanent struggles to change this scenario. In addition, it was possible to consider that the process of revisiting their narratives, based on the understanding that some aspects may have been neglected or offered inappropriately, was configured as an important training tool for the promotion of Human Rights. In this sense, when recognizing the rights that should have been guaranteed, students were able to identify and problematize them in a process of recognition and empowerment of themselves as subjects of law.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este trabajo buscamos comprender elementos que marcaron las trayectorias de los graduados en Educación Rural con respecto a las violaciones de los derechos de los pueblos campesinos y contribuir a un escenario de interés con respecto al uso de narrativas autobiográficas como una herramienta de capacitación e investigación. Para esto, en el contexto de un curso de Educación en Derechos Humanos en un curso de Grado en Educación Rural, las narraciones autobiográficas sirvieron como eje guía para llevar a cabo la enseñanza y sostener el aprendizaje a lo largo de un semestre. Las producciones narrativas, un total de diecisiete, se analizaron utilizando el Análisis de Contenido como inspiración. Los datos se clasificaron en tres ejes: escolaridad, salud y acceso a la tierra. Como resultado, surgieron los problemas más importantes relacionados con las violaciones de los derechos humanos a los que están sujetos, transversales a todas las historias en el sentido de la búsqueda de acceso a la Educación, la Salud y la Tierra. En todos ellos, la presencia constante de chatarra y, por lo tanto, una limitación en el acceso a estos derechos, en medio de la necesidad de luchas permanentes para cambiar este escenario. Además, fue posible considerar que el proceso de revisión de sus narrativas, basado en el entendimiento de que algunos aspectos pueden haber sido descuidados u ofrecidos de manera inapropiada, se configuró como una herramienta de capacitación importante para la promoción de los Derechos Humanos. En este sentido, al reconocer los derechos que deberían haberse garantizado, los estudiantes pudieron identificarlos y problematizarlos en un proceso de reconocimiento y empoderamiento de ellos mismos como sujetos de derecho.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação do campo]]></kwd>
<kwd lng="pt"><![CDATA[Educação em direitos humanos]]></kwd>
<kwd lng="pt"><![CDATA[Narrativas.]]></kwd>
<kwd lng="en"><![CDATA[Rural education]]></kwd>
<kwd lng="en"><![CDATA[Human rights education]]></kwd>
<kwd lng="en"><![CDATA[Narratives.]]></kwd>
<kwd lng="es"><![CDATA[Educación del campo. Educación en derechos humanos. Narrativas;]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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