SENSITIVE ISSUES IN HISTORY: human rights in the educational context of Colégio Jardim Balneário Meia Ponte (Goiânia-GO)

Abstract

The article presents a theoretical and methodological reflection on topics related to Human Rights, establishing a dialogue between student’s historical ideas, socio-political context, and History Education. The research was conducted in 2021 with senior high school classes at Colégio Estadual Jardim Balneário Meia (Goiânia-GO). It is an experience lived in the context of the pandemic and remote classes, thus taking place during one of the most critical moments of health, economic, and denialist crises in the country. The recurring situations of delegitimization of Human Rights in our classes generated the central questions of our investigation: regarding the analysis of Human Rights, how do students understand it, what posture do they adopt, and what arguments do they mobilize? By learning the normative principles of the Universal Declaration of Human Rights, were students able to create critical narratives in defense of these rights? This text is supported by the methodology of Historical Education and presents narratives developed by students, which, when analyzed, revealed some recurring references in interpretations that disqualify Human Rights. The study also demonstrated that, even when the document is acknowledged, there is a persistence of a denialist posture against this legal device. In this sense, we hope to contribute to the approaches to this sensitive topic in the context of History teaching.