HUMAN RIGHTS EDUCATION

PERSPECTIVES AND CHALLENGES IN BRAZILIAN BASIC EDUCATION

Abstract

This article’s central objective is to map and analyze recent scientific publications addressing Human Rights Education (HRE) within the context of Brazilian basic education, identifying the methodologies, challenges, and social impacts of this pedagogical practice. The methodology adopted was the "State of Knowledge" framework by Morosini and Fernandes (2014), through which it was possible to conduct a systematic analysis of academic production regarding human rights applied to basic education. Accordingly, the study was organized into three distinct stages. First, the search terms and inclusion/exclusion criteria for works retrieved from the CAPES portal were defined, followed by the selection of the material for analysis. In the second stage, the works were analyzed based on their titles, abstracts, and keywords. In the third stage, a report was produced featuring a descriptive presentation and reflective discussion of the findings. From the analyzed studies, it became evident that Human Rights Education (HRE) develops socio-emotional competencies, such as empathy and cooperation, and strengthens critical skills in students. Transversality and interdisciplinarity stand out as effective strategies for integrating human rights into the school curriculum, promoting citizenship education. However, challenges such as insufficient teacher training, a lack of didactic materials, and community resistance persist. Despite these challenges, positive experiences demonstrate the transformative potential of HRE, especially through interdisciplinary approaches; therefore, it is recommended to invest in teacher training, contextualized pedagogical materials, and the strengthening of dialogue between the school and the community to consolidate HRE as a tool for inclusion and social justice.