Formação omnilateral na Escola Cidadã Integral Jocelyn Velloso Borges: saberes e práticas de direitos humanos

Abstract

The interest in this research arose from the observation that the full-time school model has been growing considerably in the context of Brazilian public education, carrying with it some principles such as the proposal of full-time training, along with its alignments with neoliberal ideals. In view of the above, it is intended, through a case study, to analyze the political-pedagogical and methodological proposals of the Integral Citizen School Jocelyn Velloso Borges and its relations with human rights education, aiming at the omnilateral formation of the citizen and having as a final product a didactic guide/learning guide. As specific objectives, we sought to discuss about the Integral Citizen School and its relations with human rights education; Identify the main political-pedagogical and methodological difficulties faced by ECI Jocelyn Velloso Borges, with regard to the existing relationships between it and education in human rights for the omnilateral formation of the citizen; propose methodological procedures and interdisciplinary actions aimed at the omnilateral formation of the citizen, through education in human rights and produce a didactic guide to help the school community in its pedagogical practices, aiming at the integral formation of the citizen, through education in human rights. Therefore, how can this institution, associated with education in human rights, contribute to the omnilateral formation of the citizen? To support it theoretically, texts by scholars such as: Harvey, (2007, 2016); MESHULAM and APPLE (2020); FREIRE (1996); MORIN (2011), among others. Thus, in order to arrive at the results, the research is based on a qualitative character, being a bibliographical study and based on documental analysis and observation (in loco), using the dialectical method as a method, from the perspective of historical materialism, considering provide a confrontation between the education we have and that which is necessary for omnilaterality in the formation of citizens. Through the discussion on the proposed theme, numerous ideas and practices emerged, as a framework for new relationships within the school. Among the results, it is possible to prove the importance of education in human rights for omnilateral training in the proposed institution, the main difficulties found within it and that directly influence this training, the degree of community satisfaction with the actions developed by the school and the what can be done to improve the difficulties encountered. In short, all activities carried out at the institution were recorded in the didactic guide/learning guide.