Educação, democracia e formação : os direitos humanos em questão

Abstract

The issue of human rights involves different comprehensions, interpretations and representations throughout time. In this dissertation, human rights are understood as precept, conception and action. It seeks a conceptual approach, in a way to put in question the perspective of universality beyond the idea of uniformity and standardization, that is, to think the universality of rights requires a critical look about the complexity and the contradictions of reality, the particularities, the diversity and human necessities. Such seek is preceded by a brief historical resumption in means to comprehend the theme as a constant movement of fights, claims and of transformation, since it is not something static, crystallized and given as ready and done. It is not a historiographical study, but a philosophical reflection on a matter that should be debated, comprehended, known and glimpsed as mankind's responsibility. The choosing of written works from education and philosophical areas was fundamental to an approximation of a broad and complex theme, that does not end with the matters presented in this text, that is, the search is constant of the unseen, the unspoken, the yet to be discussed. The research is bibliographical, of theoretical character, and is based in various authors, such as Adorno (1995), Chauí (1996, 2000a, 2000b, 2008, 2012, 2020, 2021, 2022), Dallari (1984), Hunt (2012), Coêlho (2004, 2008, 2009, 2013a, 2013b, 2016, 2020). The modern age, embodied by instrumentality and by the weakening of human relations, expresses the necessity of human rights to be constantly claimed and recognized, as it is essential to think of it beyond the prescribed, of the spoken in given context. Even though historical declarations, such as the Declaration of the Rights of Man and of the Citizen (1789) and the Universal Declaration of Human Rights (1948), foster important discussions about universal rights, they are not enough as the reality exposes the inequalities, the incessant violation of rights. These documents can not be seen in a naive way, but should be considered by its relevance; on the other hand, it is crucial to understand that such rights should not be understood as petrified, once they rely on unfinished research. Hence, it is essential to think about the matters of education, democracy, human rights and human formation in a way to comprehend them as distinct realities, but inseparable, with regard to the work of recognizing and confirming the humanity of man. One of the study’s findings is that human rights are not permanent and universal in its practice, in its accomplishment; they are constantly revisited for specific interests. It is a constant movement of what is achieved and of what is lost, of what is nearing and of what is distancing.