Educação como prática de enfrentamento às violências

Ensino de História e a formação para o exercício da democracia e cidadania

Abstract

: Discussions on Human Rights and Citizenship gained strength in the second half of the 20th century and have intensified in the 21st century, through current legislation and also through social movements, that aim for a more egalitarian and equanimous society. In this sense, this article aims to present, through a dialogical and interdisciplinary approach with the educational field, focusing on the teaching of History, critical analysis in which it is possible to highlight the ways in which education focused on knowledge of Human Rights can be promoted, favoring the confrontation of violence of different natures. The legal support provided by law is related to this approach, resulting from the agendas defended by the political and scientific fields derived from Women's History and Gender Studies. Firstly, the aim is to present how current legislation supports human rights education, in particular to problematize the possibilities of education and the approach to these issues, through current legislation, such as the Maria da Penha Law, Law 11340/2006, and Law 14.164/2021. This is followed by an analysis of the introductory text of the Common National Curricular Base (2017), for the teaching of History in the Final Years of Elementary School, with the intention of pointing out the educational viability that the document offers for the inclusion of guidelines of this nature in the teaching of knowledge units, given that the teaching of History can be a space for discussing the confrontation and prevention of violence, and can also be used as a mechanism and a space for confrontation and resistance.