Evaluation and human rights educational policies: contradictions between regulation and emancipation in basic education in Brazil

Abstract

This study aims to analyze the contradictions between anthropological and teleological aspects of evaluation and human rights in educational policies for basic education in Brazil. The study focuses on the contradictions by analyzing policy documents related to the two themes. The results suggest the ways that contradictions in the anthropological and teleological perspectives assumed by these policies obstruct provision of basic education that includes social quality. Basic educational evaluation policies are aimed at regulation, seeking to produce indices that normalize and homogenize the subjects of education, legitimizing identities. On the other hand, human rights educational policies aim to emancipate subjects by considering the diversity that characterizes and organizes them, enabling the creation of resistance and project identities that can operate from a counter-hegemonic perspective.

Education in Human Rights: Conceptions and Educational Practices

“…These are challenges of Human Rights Education, which consider and respect cultural diversity among students and development of knowledge-emancipation". [4]. Kingston (2014) tells us that human rights education has achieved many supporters as a tool to promote social responsibility.…”