Walter Benjamin and William Corsaro's Contributions to a Human Rights Education Approach with Children

Authors

  • Thaís de Almeida Santos Universidade Estadual de Feira de Santana
  • Carlos César Barros Universidade Estadual de Feira de Santana

DOI:

https://doi.org/10.4119/jsse-3134

Keywords:

Childhood Studies, Human Rights Education, Critical Theory

Abstract

Purpose: This paper aims to discuss Walter Benjamin's Critical Theory and William Corsaro's Sociology of Childhood contributions to a Human Rights Education approach with children. Our intent is to investigate how children’s personal experiences can enrich the construction of a differentiated pedagogical model, based on the promotion of attitudes and values infused in the human rights tradition.

Approach: We address this paper to a reflection on the expressions of agency, social engagement, and cultural productions in the course of childhood.

Findings: Our thesis is that Human Rights Education has to recognize the different ethical lives, or subcultures, that compose each educational environment, assuring children’s autonomy and social protagonism in the process of identifying human rights violations and organizing strategies to assure social justice.

Author Biographies

Thaís de Almeida Santos, Universidade Estadual de Feira de Santana

Graduated in Psychology, has published papers related to Childhood Studies and Human Rights Education. Currently, is developing a research related to children's social protagonism in the Brazilian Public Policies after the Constitution of 1988.

Carlos César Barros, Universidade Estadual de Feira de Santana

Psychologist (2000), Master's in Education (2003), and PhD in Psychology (2009) at Universidade de São Paulo (USP). Professor of the Master's in Education and Graduation in Psychology Programs at Universidade Estadual de Feira de Santana.

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Published

2020-03-27

Issue

Section

Research Report