Direitos “quase humanos”: vivência para ensinar e aprender a comunicação dialógica
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2020
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Resumo
After 70 years of the Universal Declaration of Human Rights and more than 30 years of the Federal Constitution, it is important to identify threats to the realization of elementary rights and, also, to seek alliances to ensure them. In this fight to defend rights, the dialogical communication combats the “pedagogy of cruelty” (SEGATO, 2014) that places some groups as human and others as “almost-human” (KRENAK, 2019). In this article, we propose a reflection that approach and approach again communication closer to the dialogical perspective triggered by the Brazilian educator Paulo Freire (2005). By rejecting necropolitics by Achille Mbembe (2018) and defending well-being, with education as a mediator, we believe in building respect for differences. To support our discussions, we used the experience of offering the curricular component “Citizenship and Human Rights” for the Journalism course at Universidade Federal de Goiás. This experience showed an agenda that seemed overlooked when we talk about professional training for journalists. The results indicate that students make use of dialogical communication to take a stand against the violation of human rights from the very beginning of their training.
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Comunicação dialógica, Direitos humanos, Educação, Cidadania comunicativa, Diferença, Dialogic communication, Human rights, Education, Communicative citizenship, Difference
Citação
DIAS, Luciene O. Direitos "quase humanos": vivência para ensinar e aprender a comunicação dialógica. Revista de Comunicação Dialógica, Rio de Janeiro, n. 3, p. 86-106, jan./jun. 2020.