All people are born free and equal
Even if they do not speak the same language
Even if they do not have the same skin color
Even if they do not think like us
Even if they do not have the same religion Or the same ideas
Even if they are not from the same country
Do not discriminate
We have the right to life.
We have the right to live free And safely
The abolition of slavery:
No one has the right to take another human being As a slave
The abolition of torture:
No one can be tortured or mistreated with cruelty.
You have rights wherever you go
Every person has the right, from birth, To have a name, a nationality and to have a home
All people are equal before the law
The law is the same for everyone.
Should be applied in the same way And without distinction
Human rights are protected by law
Everyone has the right to By law and justice
Abolition of unjust detention:
You do not have the right to Put a person in jail
Or send it out of Your country unfairly and without reason
Right to privacy
Freedom of Movement:
Everyone has the right to freedom of movement in your country
We have the right to look for a safe place to to live
Anyone who is Persecuted in your country has
The right to be accepted And protected in another
The right to a nationality:
Each person has the right to belong to a country And you can also change it
We have the right to have their own things
No one can be arbitrarily deprived Of your property
Freedom of thought
Everyone has the right freely to choose a religion Or to change it
We also have the right to have no religion
Freedom of expression
We have the right to meet publicly
No one can force you to participate in a group
We have the right to democracy
We have the right to participate actively in the Public affairs
Social Security:
Everyone has the right to be protected by the Society in all its rights
Rights of persons working:
If a man, whether a woman, If a white, if a black
Do the same work they should Receive equal pay
We have the right to enjoyment
The length of the working day should not be too long
Food and shelter for all:
Everyone has the right to Possess for her and for her
Family, whatever is necessary For their subsistence
Every child in the world should be able to go to school for free
Copyright:
Art, science, culture do not Are reserved for a few.
Everyone should be able to Enjoy them
And no one has the right to take for himself the invention of the other
A free and fair world
Every person has the right to demand That the organization of each country
And the world allows respect Rights and freedoms
Responsibility:
This is also why each People have duties to
With other people, to Have a peaceful coexistence
The human rights course Goes in this direction, then, of
Thinking about the training of these Professionals.
So the idea is to train, Provide an arsenal both theoretical,
Pedagogical practices Related to Human Rights.
The idea of this course was Essentially this. But then,
Had several dividends. One of them Was to really establish
This dialogue between the University ABC's and teaching
Represented in the network Municipality of São Paulo.
It is a dialogue that is sometimes Very deficient. Our case
Now the university is of Doors open to educators,
Some of them resolved, for Example, to do masters. So
The activity of making a Final related work
To a rights intervention Human beings, also stimulated them
To this other side, the side Professor researcher too.
I believe, therefore, that we Got to stay, develop
An experience with these Teachers for eleven months.
Counting the months of recess and also In the situation of a coexistence,
Both virtual closest Through chats, forums,
Etc., as a matter of tutors Face to the poles
And hearing the doubts directly Of research professors.
So it was a very important thing, I think for everyone who has lived this
experience. It will be marked in our Lives and in the practice of these teachers.
And for us, from the university, this is Importance, because really the
People sometimes do not know what happens In practice within the school universe.
One of the gains of a course like this: open Horizons and not just identify
Problems and solutions, and so I think We are telling society the
That Rubem Alves spoke in a sentence, "for To lapse we must say the name of things
That are not, to break the spell Those who are and are too rigid. "
Brazil is a country where there is Many conflicts and there are many
Socioeconomic inequalities, A lot of discrimination
Ethno-racial discrimination Of various types.
So that people can To prepare, including
To deal with, these Difficulties, unfortunately,
The State that should be The guarantor, from
Subject to the rights, he Is the rapist himself
Rights. But stop That people can become
To protect Strengthen to face
These conflicts, these Difficulties, it is
They are aware That they are subject to
Rights. Education in Human Rights is a
Way, maybe one of the Better ways to bring
For people this Ability of a conscience
That needs to be Reinforced and
Feedback from which we We are subjects of rights.
We are part of Human Rights, We really have to fight and
Ensure that there is no And that we can move forward.
Sometimes changes them They are gradual, but they
They do happen, so this I I believe: there is hope!
We live in dark times, but we will not Hide, let's not shut up, let's not
Omit, it is time to say that the periphery It's a place, poor people, the place
Of the maid's son is in the University, that the woman's place is where she
Want and that love is free. At this moment Obscure for hatred we will give the word against
Brute force will fight for justice and above Of all we will remember. We will not allow
Erase our memory, so that the past Dictatorial does not exist again. We will remember
For never again! We will remember to resist! We will remember to face! And we will use
Our best tool: education. Yes, Human Rights is learned in school.
So I thought of doing this project, To take this boy thing away
And girl. I did not design people Put the parlor game
Beauty, there the boys and the girls Participate, then they pose being
Together, one combing the other, being Hairstyle without having this separation of
This is a boy and this is a girl. In working with the costumes is the same
Thing, so we offered clothes. Of pirate, clothes of heroes,
Have the dresses, the "sainhas", but the people Let them free, let them choose,
what they want. So there are many Boys choosing dress,
The witch, they want to be the witch, They want to be the princess and the people.
Let them choose, because they Are experimenting. So we
Does not make this separation of boy and girl. They had a lot of this thing
Of "ah! He's in a dress!", And They laughed. They have changed a lot
This issue of tolerating, even Respect the friend, leave the friend
Experience, experience, then people Take it away from the kid like, "No,
You can not because you're a boy " Or "no, you can not because of that because
It's a girl "that's what called me Attention to make this project.
Here at school we have the community, which Is great, and we receive people, too, from
Various nationalities, people with cultural Different from ours. We have to be
Willing to adapt to all these types Of people that we are getting here in the
Brazil. Identify who these people are and Work on the issue of Human Rights.
Working in education Basic is a lot
Responsibility, because the People have to look at
The child as a subject who is Constituting, is building knowledge.
We have to work In a real way, it has
Than to be concrete. I made several Readings for them
Books, "The Black Princess." We made several wheels of
Conversations, even to understand What is prejudice?
Work with children The diversity of gender,
Ethnic diversity, cultural diversity,
So that they can, Know different cultures,
Have more respect with The culture of the other.
Who likes history here? "Eeeeuuuu!"
So when you tell the story, the Africa came to Brazil, that he came
To be a slave. That mothers brought their Children on the ship and seeing the
Child, in that expectation of not knowing In which family that child would stop,
How it would be treated in this home, the mother I used to build dolls with pieces of
Her own clothes and every knot she gave Was a wish. And the children carried
In their hands, the mothers made dolls as well Small, because the slave masters
They did not like children to have things Personal, then how the dolls
In the palm of the hand the child could close and to hide. Go with her wherever she wanted to go.
Did you like the story? "Siiiiiim"
She said the worm had The head out and the tail,
When the two little birds thought Which were two earthworms. When
They were, one started to pull the And then, in an hour, they do not
Were able to enter into an agreement They already went to violence
And now you when you have a Problem with some little friend,
Or something that you do not agree with. Are you going to do what?
I was going to get into an agreement, so that each of us could have a half.
They could get in, so they could pick up the worm and cut in half for each.
I then asked them to do it. A design expressing the
What did they understand about it? Of history, bring this to
Their day to day life Them and they did these
Designs that were great. They They talked a lot too.
The intention of this work was to With which students create empathy,
Develop the solidarity, the taste, The pleasure of helping a person.
So thinking further, we can Apply to various situations of
Everyday life, from day to day. Not only with Visually impaired people, but
Also with the elderly. The pleasure You help a person to dare
The street, you do a good deed. In particular, in my opinion,
I thought it was very interesting, It was very good because the kids
Succeeded in capturing exactly what I was proposing at that moment.
I really enjoyed the activity. That we did, that one closed
The eye ... is ... had to guide. He looked like someone who did not
I could see and someone Was helping him, guiding him
So he does not get run over When you cross the street.
It looked like I was really blind, I had fallen, but it was unintentionally.
I felt it was very Fun to be bandaged,
And the person guiding me. Because I felt that I
I was there on the moon, I was going Fall, that's when I went
To see I was going to fall on the step. It was really fun.
I went to help a person who I was in need of help
The street, that the person Is blind, we can help.
There are many people who need help, and it was cool, I enjoyed the experience.
In the second part, when I asked them to do it.
A drawing and report ... Why are you working?
The dynamics of form Concrete, is an invitation to
The student is placed in the Place of that person.
The project is for the Teacher at the time he
Replacing the Teacher regent, comment
A little about the Human Rights, through
News until you A little of the student what
Think about Rights Humans, and through it
Be able to deal with the That the student brings, which
He thinks and fidgets a little with the knowledge,
So that he can acquire new knowledges.
[...] that there would be legislation, A letter that had powers,
That instituted these rights For people to have
In the whole world. Was guaranteed This right, they had
Wars, there were people who died For being different. There was
The war against the Jews before, Before that declaration. In Brazil
Still some things happen That people do not respect
These rights. What do you Understood by Human Rights here
in our country? Do you think that Is it very respected or not?
No, he's not very respected. Back in the club! Indeed, it was an incident that
He went against it? Homosexuals! And do women suffer anything?
Yes, the machismo! Machismo, really. What else? Did not happen
The rape? It was against Rights of the girl. It matters how she
Was she dressed or not? No but For many people it matters
They think it matters, but it does not matter. Exactly! She has the right to
Her body, no one's pointing To her body. In ten years the
Number of immigrants is increasing Brazil, according to the Federal Police.
Many people defend them And many say they are
Stealing jobs Of Brazilians. That,
And what do you think? I think it's normal because Brazil is helping them and this is good.
The school is different, it's a good school. Human. Even through her history, she
Existed in another neighborhood and she had to Move to this region in 2012 and brought
Students from another neighborhood, together with Students from this neighborhood who were expelled
From another school. Students that nobody Wanted from other schools and put together
Here in this space and because of this there Various violence in school, breaking up.
Even the intervention of the public ministry With these children and adolescents,
Only the teachers did not have help Of higher authorities. By account
They had to find out Different, which were the projects.
The project at EMEF began From the study of
Universal Declaration of Human Rights, in this
Study we were noticing That for each article,
There is a right alluded to. The students
Divided into groups Choose one of the rights
Alluded for and Research on it.
Their proposal for intervention was precisely Produce a video that would be part of a
Video festival of One minute, we'll
Held inside the school, To raise awareness of
the theme. The proposal is that They made a video
For the duration of a Minute, working the
Problem they researched. So then,
Within each group they Searched for themes
Different and produce something That made people
Reflect on the topic. So we had
Production that On intolerance
Religious rights LGBT, about herself
Abortion question, thinking In Article 3 which is the
Right to life, but a Perspective of the life of
woman. At the end of the Video production, the
People voted the best Placed, where the
Students thought it had Been more interesting,
So the students Voted, teachers
Voted and in the end people Made an award of these
videos. The awards Happened in a ceremony
Which was made at school, We joined the three
Years. They had The work itself
Of them valued. For Do you know a
Bit more of the project, We will introduce you
One of the videos produced The students, who
Speaks precisely about the religious intolerance.
Oh, my father Omulu, I ask for peace, health And harmony! Oh, my father Omulu, you
I ask for peace, health and harmony! Kick that It's Macumba! Hahahahaha! Macumbeiro
At that time, many will be scandalized. They will draw some
Others will hate each other. So many false prophets
They will arise and deceive many. AND Because of the multiplication of
Wickedness, the love of the majority will grow cold. That's Christianity!
Everyday children Have access to a reading
Daily quality, which The teachers select.
One of the books I I chose today, this is it.
This book is called "A Princess and the Pea ".
Every day two children Of each room lead
Borrowed a book for Home so that the family
Do the reading. Weekly Children have access to
To the box of books, which is A collection previously
Selected by teachers. A box with 70
Books, that they can Choose, handle freely
And at the end of the session Teacher mediates,
The teacher reads a Box book for
children. The other action Monthly that the children
They really like it, it's the session. Simultaneous reading, which
Has that panel attached. In this action the children
Can sign up, choose The story they want
hear. Each classroom has A different story.
The children switch Room and listen to what
Chose. The legal of this Important action is that
These titles are Carefully selected
By teachers, with Intended to ensure the
Diversity and the fantasy of Children, what does not
May lack is the imaginary. Our other action is
The bimonthly loan, That bimonthly
Children in a room, all Take a title to
Home at the end of the week. The return of this action has
Been very positive, the parents like a lot. Remembering
That we are in A region of difficult
Access for children, Of vulnerability, they
Have no access to Cultivation equipment and
recreation. Although we Is in Parelheiros, when
Side of the CEU, which has a Library in the neighborhoods
That we meet Dam, Cologne, Vargem
Great, these neighborhoods Distant ones do not have this type
of service. Hence the importance School guarantee
The social quality of Education in childhood.
By the sixth year, students enjoy Read, ask to read, fight. Enough
Seventh they laugh at each other, Hence reads, gossip, they laugh and
They make fun. One of the seventh graders Year will be the reading monitors,
Because in the city hall has the project Of reading mediators. Only I
Did with that focus half loose, not Knew what to follow, what to insert.
With the course of Human Rights, I I thought, "they have the right to read in
Loud, even if he stutters, he Has that right. He has the right
To insist, he has the right to Want to appear with his voice. "
Where the project "Mediators Of reading: the right to read
Right to be respected as it is. " Now they take children's books to
Read, to train, to arrive With more reading
Read for the minors. The teachers Commented that they were never so
Quiet with an activity, of Want to hear, to want more, more, and
more. To ask, "read another book, read Another book, reads another book, reads another
Story. "So it was nice, that People do once a month that is in the
Class schedule, we leave school Once a month to read in this daycare.
At the beginning of the year, I I get my coordinator
Pedagogy question me About the materials
To be acquired to improve my class. So I pass a list of materials
And she buys. The June party brings a Which is then reverted to the student.
But the student is never questioned, never They ask him, "What would be cool to
Do you learn math better? What would it be Cool school to have? What do we do?
With the recipe coming from the June party? What Would be cool for our school, "then
From this came the idea of Youth protagonism through the guild. As
Main result, we realized that Students now have a voice in school, they
They end up wondering. They got involved if Involved with school issues.
One of the projects they touch is the Interval Directed, in which the students of the
The more advanced they will make the initial series. We imagined, in a
First thing we could do. One day, two days apart,
Because we would not have students to follow. But we have received more than 50
Students, then it was done all week, from Monday to Friday. Even in the
Day to day of that student, those students who Were undisciplined now if they charge a
Posture because they are part of the team. So these were our results.
I went to work in a CCA which Is a Reception Center
Of Children and Adolescents, I came across
Related issues To racism, problems
With the gender issue And I did not know how
Work with the Children and adolescents.
When I saw availability Course I thought
It was the place that I should To resort, to have basis
To be able to work. I managed to get the
And my sister, who is Professor Rosa, too.
Got to take the course. So we managed to
Develop this work, Making wheels of
Conversation with children, Initially explaining
For them the question of Our offspring, from
Africanity because the Our intention is that they
Strengthen that identity Black that they have,
Rescue their values, Love each other as they are.
So that the classmates Also learn to respect.
We start with the wheels Of conversation, the idea
Her hair loose, the little boys too. Then the
People made the wheels of Reading, we read these
Booklets for kids, Was very well accepted,
Very welcomed by Little ones are
Cute, they are small, they are More open, many
Times, to work from the Than the older ones. At
Sequence, we Beauty parlor we take
The handkerchiefs we made there Afro hairstyles on girls
With straight hair, we did Hairstyles in
Curly hair girls. One mother even reported,
"My little girl lived To make progressive,
Now she does not want any more. " So our project was
In order to rescue this Black child identity,
To combat racism from The youngest age.
Our school, it is located In a very needy region, despite
Have enough infrastructure. Within this reality
Peripheral, one of the problems We found at our school,
We still find, unfortunately, It's the question of aggressiveness
Among students. When we Talked with this student to
Try to identify what happened And why he had this
Behavior, we arrived in Extremely worrying cases,
like this. What was our strategy: We wanted to see until
This point was rooted in Historical, cultural or
By media interference. That Child was identified as less
Than other individuals. We Did this by using
Of images, we took pictures Diverse: Afro-descendants,
Indigenous peoples, with European descent. And almost
Always, the European profile, Male, all goodness was Referring to Fig.
Assigned to this profile. But We wanted to know what the
Identification of this student, the Promoted his meeting with him
Even, we actually used it The school mirrors themselves
And asked him to report What he saw. When
Images he took, he reported Mostly characteristics
Beneficial and positive Self-image was the
I could see bad issues and Negative, they were self-deprecating.
These students had a Self-image very misrepresented,
On account of all the influences, On account of social denials,
Of the place where they are. Our work hasn't
Ended, and did not end because of the following Reason: because we did not attain
What we expected to We are still going through this
Project, which we now want To follow through to that end
Which is to continue producing. So our proposal is
That they produce small videos, About their own identities,
For us to do a little show. For example, students
Which were bullied too much, Today they identify themselves as
Holders of qualities and rights and... They empowered themselves.
I have 22 students enrolled In the project and I develop it
Through a methodology that involves Roleplaying and art, with these
children. Allied to all Difficulties that the neighborhood has, I have
Much support from families, Mothers who accompany the project.
And in Brazil, Improve education in
Human rights. We see blacks, Homosexuals being assaulted
And having their rights denied, I think not everyone yet
Has the notion that we can Assert our rights
And they have rights for the Simple fact of being
Human beings, each one has their Basic right because the
Society at large, Actually does not know about it
And many of them don't fight For their rights.
It's no use fighting you, each one apart For their rights only, Human Rights are not for the
Black, of the indigenous, or The disabled, I think they are everyone's.
We have rights, but To rescue this theme,
To allow us to Have a better strcture,
Based on, for the purpose of Our interventions
In the different collectives Exhisting in the school.
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