Plano Nacional de Educação em Direitos Humanos e a Lei de Diretrizes e Bases da Educação Nacional: historicidade e contradições

Abstract

This research, linked to the research line Work, State, and Educational Policies, aims to critically understand the historicity and contradictions in the implementation of the National Plan for Human Rights Education (PNEDH) within the Law of Guidelines and Bases of Education (LDB/1996). The study was developed to address the issue of how the PNEDH, implemented on the basis of historical and social commitments, has been enacted in the Law of Guidelines and Bases of National Education. This is a qualitative, exploratory study, with a bibliographic and documentary approach. The theoretical framework draws on leading authors in the educational field and in Human Rights Education (HRE), such as Silva (2015), Saviani (2007, 2011, 2015, 2019), Brzezinski (2010), Benevides (2007), Freire (2021), Viola (2021), Sacavino (2007), among others. The dissertation addresses the socio-historical context of Brazil, marked by exploitation, dictatorships—both the Vargas dictatorship and the civil-military regime—social inequalities, and various forms of human rights violations. The PNEDH is grounded in the National Guidelines for Human Rights Education (CNE/CP Opinion No. 08/2012) and results from both international pressures and national demands for democracy and the guarantee of rights. The work is organized into three chapters: the first chapter maps scientific productions on Human Rights Education in graduate programs in Education. The second chapter presents the historicity and an analysis of official documents, tracing the historical, political, and social trajectory of Human Rights Education in Brazil, highlighting the importance of the Federal Constitution (1988), international treaties and agreements, as well as investigating the impacts of neoliberalism on the implementation of education and human rights. The third chapter unveils the constitution of the PNEDH, the relevance of SECADI/MEC in educational policies for human rights, and identifies legal provisions that express principles, values, foundations, or characteristics that promote HRE within the Law of Guidelines and Bases of National Education, inserted after the implementation of the PNEDH/96, considering agreements, conventions, and legislation that, since the implementation of the PNEDH, have influenced the text of the LDB in an attempt to bring Brazilian education closer to a Human Rights Education.