A percepção dos professores de biologia do IFPI campus Valença sobre a educação em direitos humanos no ensino médio integrado: adaptações curriculares e desafios na BNCC

Abstract

Human Rights Education (HRE) constitutes a structuring pillar in student education, as guided by the National Common Curricular Base (BNCC). The objective of this study was to analyze the perceptions of Biology teachers at IFPI - Valença Campus regarding Human Rights Education in Integrated High School. The main question to be answered is: How have Biology teachers incorporated Human Rights Education into their teaching practices in Integrated High School? The research used a qualitative, descriptive, and exploratory methodology, supported by a questionnaire and interviews. The collected data were interpreted using content analysis techniques and presented in thematic categories, which highlighted the lack of specific training in the area, given the difficulty of effectively adapting HRE curricula to the Biology curriculum. Furthermore, the teachers demonstrate sensitivity to the issue and a willingness to promote reflective pedagogical practices, even if in isolation. Therefore, for Human Rights actions to advance concrete practice and not just discursive narratives, a clear articulation is necessary between teacher training, the review of the Course Pedagogical Projects (PPCs) and educational policies that recognize the centrality of the agenda.