HUMAN RIGHTS IN THE IFPI CAMPUS TERESINA CENTRAL CHEMISTRY LICENSING COURSE

Abstract

The training of human rights educators can guide them to the idea of transversality and interdisciplinarity. These pedagogical dimensions make it possible to guide school curricula to foster a 
culture of rights, since they allow the implementation of human rights concepts in all disciplines of undergraduate courses and in the entire organizational form of continuing education programs. Human rights education has emerged as a significant potential in the context of the search for a new rule of law, and has gained greater visibility and importance in the perspective of teacher training within the academies. Educational institutions have a 
great responsibility in creating spaces for the culture of Human Law, these must be in the curricula, in the evaluations, in the training of teachers and others. In this way, this research was developed with the objective of understanding the proposal of 
teacher training to act in the perspective of education for diversity and inclusion of the degree course in Chemistry offered by the Institute. Due to the nature of the object of study, the issue of human rights was addressed, bringing an analysis of the curriculum of the degree course in chemistry at the IFPI Campus 
Teresina Central, reflecting how it prepares (or should prepare) a teacher with humanistic training. The guiding question of the research is: what is the foundation that a licensee receives to deal with issues such as human rights, inclusion policies, society and 
the environment? It is concluded, therefore, that the curriculum is a permanent construction. The Political Pedagogical Project of the Degree Course in Chemistry since its implementation has 
been adequate according to the policies and demands in the training of teachers. Therefore, it is concluded that such a formative process which is centered on the issue of human rights in teacher education is one of the fundamental steps for the 
teacher, in the future, to see himself as an active professional as a Sociocultural and Political Agent, coming to give a voice to the different social groups and questioning the existing social inequalities, fighting to face the equity of these groups in society, 
searching for a classroom based on the dialogue between the diverse knowledge and experiences that brings the student as an active subject of a necessary claim and a possible change.