Planejar com direitos humanos na formação de professores de ciências

Abstract

The teacher training considering a perspective of Human Rights Education becomes more and more essential every day. The purpose of this work is to investigate how undergraduate student in chemistry and biology that have been trained, according some aspects of the Human Rights Education and (re)design specific content in the teaching-learning plans. Therefore, we selected and analyzed 7 class plans from a natural science class at an university in the north of the country. Through a Discursive Textual Analysis, we noticed that class plans present aspects like: the choice of the specific content, the selection of a historically minority group, the perception of reality, and the stimulus to dialogue and democracy from the and active role of the students. The analysis of the planning reinforces the possibility of dialogue between the areas of Education in Sciences and Education in Human Rights, that is, thinking in a more humanized science without leaving aside the specific contents. Keywords: Science Education. Human Rights Education. Cordial Contents