REFLECTIONS ABOUT EMANCIPATORY EDUCATION IN HUMAN RIGHTS: a study on human rights education carried out from the analysis of the Emater Village case ahead the principles of fraternity and legal alterity
Education; Human Rights; Otherness; Fraternity.
This work aims to show the importance of promoting an emancipatory educational practice in human rights, under government command and social support. For this, it is proposed a case-study, based on the needs of Vila Emater, in Maceió/ Alagoas - Brazil, which led to a Public Civil Action, by the Public Ministry of Labor. Thus, this research reflects that the Law is as a mechanism of pacification and social emancipation, amid a socioeconomic and cultural inequalities that plague this community. The specific objectives were analyze the theme from the perspective of the evolution of the education in and for human rights in Latin America, in order to theorize it from a view that focus on otherness, that is, with more solidarity and fraternal scope, also reflecting the Law as an instrument for promotion of human rights, especially the right to education. Taking Paulo Freire and Emmanuel Levinas as theoretical reference, will prove the possibilitie of emancipating education, through the principles of fraternity (preamble and article 3º in Federal Constitucion 1988) and juridical alterity. The methodology used was the bibliographic review, the documentary survey and the empirical research, as well the case-study was analyzed in order to identify the actions and forms of intervention regarding the implementation of citizen and humanist practices. The research showed that the state action was due to the lack of supervision of the measures imposed by the agreement between the procedural actors and the lack of structuring for a life minimally worthy of that population.