O trabalho filosófico de ensinar, aprender e viver direitos humanos na escola e, além dela

Abstract

The humanistic education provided in basic education faces the challenge of students’ lack of interest in social issues, a disinterest that is generally linked to the absence of adequate systematization in the teaching of Human Rights within the school context. This study aimed to implement and evaluate a pedagogical intervention in Human Rights, grounded in John Dewey’s practical philosophy, with the purpose of promoting ethical reflection and humanization in high school philosophy classes. To this end, a theoretical-dialectical approach was adopted. The didactic intervention, carried out with high school students in the state of Espírito Santo, involved the application of diagnostic and evaluative questionnaires, the promotion of legislative pedagogical workshops, the presentation of video lessons, and the conduction of expository-dialogical classes. The procedures were documented for the development of an educational resource. Qualitative analysis of students’ activities and records revealed a considerable improvement in conceptual understanding and in the perception of the applicability of human rights in everyday life. The main outcome of the study was the creation of an educational booklet that compiles the pedagogical strategies and documented experiences, serving as a replicable teaching resource. It can be concluded that the intervention was successful in integrating Human Rights as a practical and cross-cutting theme in the teaching of philosophy, creating a space for reflective experiences. The booklet developed constitutes a practical contribution to teaching practice, strengthening the dissemination of active teaching methodologies in Human Rights in basic education.