Educação em/para direitos humanos: aprendizagem baseada em problemas na sociedade líquida e digital.

Abstract

This paper was developed in the master’s Education program at UNOESTE – the University of Western São Paulo – in the research line of Training and Pedagogical Practice of the Teaching Professional. Its general objective was to analyze how the active methodology of Problem-Based Learning (PBL), coupled with Digital Information and Communication Technology (TDIC) can help build critical reflective thinking about Human Rights. A wide range of authors were used to provide theoretical support, for the meaning of a human rights education we used the authors Gorczevski and Martins, the theoretical basis for human rights was provided by the National Plan on Human Rights (PNEDH); Candau; Benevides; for PBL we used as reference Mamede; Penaforte; Delisle and Ribeiro. Since we are still in the digital era, the use of digital information and communication technology, according to Valente and Levy, was included in the steps of the PBL methodology. Qualitative research intervention was used as part of the methodology. Five students attending the second year of high school in a public school in a city in the north in the state of Paraná, and a volunteer teacher, who also acted as a researcher, were part of the research. Two problems were elaborated to apply the PBL methodology: one that deals with the injustice / social inequality and another that deals with the right to housing. In order to help in the discussion of the proposed problems, we used learning resources which included texts, reports and educational objects. A group of students, among them a rapporteur and a leader, and the tutor teacher discussed the issues. To collect the data the group monitored the seven steps of the PBL taken in the group, the recorded documents of all steps of the PBL prepared by the group rapporteur, and a redaction problem solving document that was drawn up collaboratively on Google Docs. In addition, using Google Forms a self-assessment and an evaluation questionnaire was applied on team members and another was used to evaluate the influence of active methodology on Education in/for Human Rights. The data analysis allowed us to verify that the PBL was positively evaluated by the group due to its structure and didactics, so that besides building concepts on Human Rights, it enabled learning from a new experience, more actively and collaboratively. The PBL methodology coupled with Digital Information and Communication Technology provided research, reflection and problem-solving skills.