Formadores integrais para crianças integrais: uma análise dos currículos dos cursos de pedagogia do Brasil no quadro dos Direitos Humanos

Abstract

This qualitative study investigates how Pedagogy degree programs in Brazil incorporate Human Rights Education (HRE) into their curricula. To this end, content analysis was conducted on 220 Pedagogy Course Plans, selected by convenience sampling. The analysis revealed that Human Rights hold a marginal position in curricula, often being addressed in a superficial or fragmented way. When HRE is present as a specific curricular component, it is mostly offered as an elective subject. Topics such as Ethnic-Racial Relations, Gender Relations, Affective-Sexual Relations, Peace, and Sustainability are addressed only incipiently. The research is grounded in theoretical frameworks of curriculum studies, decoloniality, critical theory, and human rights, drawing on authors such as Frantz Fanon, María Lugones, Paulo Freire, Catherine Walsh, Michael Apple, Vera Lúcia Candau, bell hooks, among others. In addition to critiquing curricular organization, the thesis reflects on the coloniality of knowledge in the university, advocating for the recognition of localized and pluri-epistemic forms of knowledge as a pathway toward a teacher education committed to planetary citizenship. By adopting a situated and embodied writing style, this work contributes to knowledge production that challenges epistemic neutrality and proposes an ethical, political, and affective shift in the training of educators. The study contributes to education by identifying formative gaps, proposing a transversal, critical, and decolonial approach to Human Rights in curricula, and advocating for an education committed to holistic development, equity, and the recognition of differences.