Educação em direitos humanos na perspectiva dos conteúdos cordiais: formação continuada para professores que ensinam química

Abstract

This research work aims to analyze the inclusion of Human Rights Education, from the perspective of Cordial Contents, in the training of teachers who teach Chemistry in the context of the city of São Raimundo Nonato, PI. It is a qualitative study, in the form of action research. The target audience consisted of 12 teachers. As data collection instruments, questionnaires were applied, along with participant observation and logbook records to analyze aspects related to: a) teachers’ conceptions about Human Rights Education and the teaching of Chemistry; b) assessment of teachers’ learning and the training course; and c) evaluation of the projects implemented in the school environment. At the end of the training course, participants were asked to develop a teaching project. To analyze the data from the questionnaires, Bardin’s Content Analysis was used. For the analysis of the teaching projects, the following criteria were applied: a) structure and organization; b) theme, context, and content; c) methodology—after which they were classified as sufficient, somewhat sufficient, or more than sufficient. For the analysis of the projects implemented in the school setting, the stages of the teaching project were described, followed by a critical analysis in light of the theoretical framework. The training course activities were developed through the implementation of pedagogical workshops on Human Rights Education, addressing the following themes: Human Rights Education; the relationship between Science Education and Human Rights Education; the definition of Cordial Contents; geographic prejudice; anti-racist education; religious racism; traditional and scientific knowledge; LGBTQIA-phobia; and femicide.The results reveal that most teachers were able to design original teaching projects focused on the themes explored in the training, including elements that characterize the proposal within the perspective of Cordial Contents. Teachers’ evaluation of the training course activities was positive, showing that they feel motivated to incorporate the theme into their teaching practices. However, participants stated that they faced difficulties in constructing the projects due to the short amount of time and the lack of prior training on the topic, which was noticeable in the development of some project stages. Furthermore, the training provided opportunities for the development of practical actions in the school environment through the implementation of a Science Fair, where two teaching projects were analyzed in terms of scientific content and the presence of a cordial perspective. Thus, when analyzing the project “Homo Lesbo-Transphobia: a necessary confrontation”, it was observed that it presented some limitations regarding conceptual depth. Nevertheless, both projects demonstrated characteristics of a cordial perspective. The course activities were important for rethinking teacher education as Sociocultural and Political Agents, engaged in the struggle for the promotion of Human Rights Education that reduces inequalities, fosters equity, and combats prejudice, discrimination, and exclusion in the school environment.