Direitos humanos e a formação humana integral: uma abordagem teórico-prática na Educação Profissional Tecnológica de Nível Médio no curso técnico em Agropecuária do Campus Manaus Zona Leste

Abstract

This dissertation presents an analysis of the understanding of Human Rights Education (HRE) within the context of Upper Secondary Education, focusing on pedagogical practice and the documentary basis of the teaching project for the Technical High School Course in Agribusiness, offered in an integrated mode by the Federal Institute of Amazonas (IFAM), at the Manaus East Zone campus (CMZL). The research aimed to explore how educational practices, articulated with the principles of human rights, contribute to comprehensive human development. To achieve this, a qualitative approach was employed, involving bibliographic research, documentary analysis using semi-structured interviews, observations, and field journal recordings, enabling the mapping of experiences and perceptions of the various actors involved in the formative process. Data analysis was supported by Discourse Textual Analysis (DTA), which allows for a recursive and interpretative reading of the data, promoting the deconstruction and reconstruction of discourses, culminating in the development of a metatext. This methodological strategy ensures traceability of interpretations through narrative analysis and continuous interpretation between participants' discourses and theoretical references, supported by studies in the educational field. The findings indicate a pedagogical practice that integrates technical and humanistic knowledge, fostering an integral formation of students aligned with human rights principles. In the educational sphere, human rights are regarded as essential principles for the consolidation of democracy, as they promote dignity, freedom, equality, and social justice. The educational perspective articulated with human rights emphasizes the need for a comprehensive education that fosters dialogue across different areas of knowledge, promoting holistic human development, as advocated by authors such as Frigotto, Ramos, and Ciavatta (2006). The selection of the integrated Agribusiness Technical Course was justified by the necessity to delimit the scope of the research, considering the extensive amount of information generated over a decade of course offerings. The pedagogical project of the course is based on a dialectical approach, emphasizing social practice within the curriculum, enabling students to intervene in their reality through school environment experiences, thus promoting the formation of critical and socially engaged subjects. The theoretical references supporting this research include authors such as Araujo (2008), Ciavatta (2010), Frigotto (2005; 2013), Garcia (2015), Machado (2008; 2010; 2011), Moura (2008; 2010; 2013; 2014), Pacheco (2010), Ramos (2007; 2010; 2011), and Silva (2013), whose work contributes to understanding the pedagogical conception and action guidelines in the development of the Integrated High School (IHS). As a professional master's research, the study resulted in the creation of an educational product in the form of a pedagogical booklet titled: “A Guide on Human Rights Education in the Integrated High School,” which prioritized ongoing teacher training in the areas of social sciences and social studies, yet remains adaptable to different contexts. Therefore, the research demonstrates that the integration of theory and practice, grounded in the perspective of human rights, constitutes a central element for the formation of critical, ethical, and socially responsible individuals, contributing to the strengthening of an education that promotes citizenship, human dignity, and the construction of a more just and egalitarian society.