Abstract
The research work reported here aims to discuss the tensions that affect the identity configuration in the curricula in higher education, establishing dialogues among public policies, human rights and youth in the curriculum. The analysis, with an emphasis on human rights, contemplates reference of the policies allied to the arguments of Bobbio (2004); Candau et al. (2013), Eyng (2014) and Santos (2010), in dialogue with the students’ perceptions from 15 higher education courses, situate the epistemological and contemporary contradictions that subsidize the reflection on the defining forces of the faces of curriculum. The results of the study allow us to highlight the ambiguous fragility of the insertion of human rights education in the curricula, given the overwhelming strength of the indexes. The inclusion of human rights education in the Course Projects is still very punctual, more satisfying the requirement of the legal requirement than expressing a pedagogical conception. In this scenario, higher education reinforces more exclusion, inequality by the values of competition and individualism than inclusion through dialogue with equality and the difference which constitute the diversity that supposes the exercise of the values of dignity and solidarity.
Highlights
Of human rights education in the curricula, given the overwhelming strength of the indexes
Higher education reinforces more exclusion, inequality by the values of competition and individualism than inclusion through dialogue with equality and the difference which constitute the diversity that supposes the exercise of the values of dignity and solidarity
O trabalho de investigação que relatamos tem como objetivo discutir as tensões que incidem na configuração identitária nos currículos na educação superior, estabelecendo diálogos entre as políticas públicas, os direitos humanos e as juventudes no currículo
Summary
Of human rights education in the curricula, given the overwhelming strength of the indexes. Youth perceptions bring many elements so that we can rethink the curricula and guide them in interdisciplinary conceptions of human rights education, capable of materializing a transversal collective work of intercultural dialogue.
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