EDUCAÇÃO EM DIREITOS HUMANOS: PERSPECTIVAS NA FORMAÇÃO DO PROFISSIONAL DA JUSTIÇA

Abstract

This study analyzes Human Rights Education aimed at justice professionals, based on a literature review and the methodology of historical-dialectical materialism, emphasizing a decolonial perspective on Human Rights. The National Plan for Human Rights Education (PNEDH), developed primarily by governmental sectors, serves as the foundational document of this research. The study begins by addressing the evolution of the concept of human dignity, tracing its roots from Stoic and Kantian philosophy to the 1948 Universal Declaration of Human Rights (UDHR), with particular emphasis on Article 26, which addresses education. The reflection is grounded in theoretical frameworks such as Paulo Freire, highlighting the importance of critical and inclusive education, as well as authors such as Comparato, Benevides, Candau, Chauí, Piovesan, Bourdieu and Passeron. The analysis advances by distinguishing key concepts, such as citizenship, democracy, and human rights, underscoring the necessity of fostering critical and aware citizens within a counterhegemonic democratic perspective. The role of the United Nations (UN) is examined, focusing on its contributions and limitations, alongside an exploration of national documents such as the 1988 Brazilian Constitution. Within this context, the study advocates that Human Rights Education must transcend a technocratic approach, promoting enduring institutional practices committed to social transformation, particularly in the educational sphere. Finally, the PNEDH is thoroughly analyzed, with emphasis on its weaknesses and limitations. The research argues that the training of justice professionals should adopt a reformist approach, integrating social and political dimensions to promote justice and social equality. By incorporating this broader vision, Human Rights Education becomes a crucial tool for building a more equitable society that values and embraces its plurality.