AUTOBIOGRAPHIC NARRATIVES: ELEMENTS FOR HUMAN RIGHTS EDUCATION

Abstract

In this work we seek to understand elements that marked the trajectories of graduates in Rural Education with regard to violations of the rights of peasant peoples and contribute to a scenario of interest regarding the use of autobiographical narratives as a training and research tool. For this, in the context of a Human Rights Education course in a Rural Education Degree course, autobiographical narratives served as the guiding axis for conducting teaching and sustaining learning throughout a semester. Narrative productions, a total of seventeen, were analyzed using Content Analysis as inspiration. The data were categorized into three axes: schooling, health and access to land. As a result, the most significant problems about human rights violations to which they are subjected emerged, transversal to all stories in the sense of seeking access to Education, Health and Land. In all of them, the constant presence of scrap, and therefore a limitation on access to these rights, amid the need for permanent struggles to change this scenario. In addition, it was possible to consider that the process of revisiting their narratives, based on the understanding that some aspects may have been neglected or offered inappropriately, was configured as an important training tool for the promotion of Human Rights.  In this sense, when recognizing the rights that should have been guaranteed, students were able to identify and problematize them in a process of recognition and empowerment of themselves as subjects of law.