O "projeto direitos humanos" na formação estudantil: um estudo de caso na perspectiva da lei nº 13.415/2017

Abstract

This research analyzes the articulation between the teaching of Sociology and Human Rights Education (HRE) in the context of Law No. 13.415/2017. The study focuses on the Human Rights Video Showcase Project (MVDH), developed at the Pedro Gomes Full-Time Education Center (CEPI) in Goiânia. The general objective was to evaluate how this project develops and resists the erosion of critical thinking promoted by the High School Reform (Law No. 13.415/2017) and the National Common Curriculum Base (BNCC). It is important to note that, although Law No. 14.945/2024 recently restructured High School education, this dissertation focuses on the impacts of the 2017 legislation as an exercise in critiquing the neglect of the Humanities. The theoretical framework is anchored in the concepts of "Sociological Imagination" by Wright Mills, "Practice of Freedom" by Paulo Freire, "Constructed Autonomy" by Emília Lima, and the concept of "Positive Freedom" by Nora Krawczyk. The methodology is characterized as a qualitative case study, organized in three stages: bibliographic and documentary research; documentary analysis of the Political Pedagogical Project (PPP) and the guidelines of the MVDH; and collection of empirical data. Semi-structured interviews were conducted with the management and teaching staff, in addition to the application of socioeconomic questionnaires and interviews with former students. The results reveal that the depth of discussions in the MVDH is a result of the pedagogical mediation of the Sociology teacher, who uses the scientific method to transform audiovisual creation into an exercise in critical reflection. The research shows that the school adopted a "constructed autonomy" to cope with the reduction in teaching hours, using the diversified core as a space of resistance. It was identified that students perceive Sociology as a field of knowledge capable of providing real explanations about their existence and identities. It is concluded that the MVDH (National Program for the Promotion of Human Rights) acts as a micro-regulation that, by converging with the National Plan for Education in Human Rights (PNEDH), reaffirms the public school as a space for democratic and emancipatory education.