Educação em e para os direitos humanos na PMDF: desafios institucionais da formação profissional de sujeitos de direitos

Abstract

This dissertation analyzes the incorporation of Human Rights Education (HRE) into the professional training processes of the Military Police of the Federal District (PMDF), with the purpose of assessing the extent to which normative frameworks, institutional curricula, and pedagogical practices contribute to educating police officers as rights-holders and promoters of rights within a democratic rule-of-law state. The study adopts a qualitative approach supported by descriptive quantitative data and combines a literature review with documentary analysis of the National Plan for Human Rights Education, the National Curriculum Framework for Training Public Security Professionals, the PMDF General Education Regulations, and the curricula, syllabi, and course plans used in the institution's training programs. It also examines responses from 77 police officers who completed PMDF training courses, as well as semi-structured interviews with two managers and three teachers or instructors. The findings show that HRE is formally present in police training, a perception confirmed by 83.1% of the respondents, and that there are positive experiences linking human rights to the use of force, legality, victim protection, and professional practice. However, the integrated analysis identified uneven curricular integration, concentration of the subject in specific components, a predominance of normative content with insufficient practical application, weaknesses in the pedagogical preparation of instructors, and tensions between the formal, enacted, and hidden curricula. The hypothesis was partially confirmed: HRE is not absent from PMDF training, but its consolidation as a transversal, interdisciplinary axis guiding professional competencies remains incomplete. The study concludes that strengthening HRE institutionally requires active learning methods, case studies, simulations, practice-based assessments, continuing instructor education, pedagogical monitoring, and greater coherence between curricular guidelines and organizational practices