Teacher training from the perspective of guaranteeing the right to education

Abstract

This article aims to analyze the approach of the National Curriculum Guidelines for the Initial and Continuing Education of Basic Education teachers and the National Common Base regarding these trainings - DCN-BNC (BRASIL, 2019; 2020).  The question that drives the discussion asks: do the policies for teacher training refer to a critical and dialogical approach, necessary for the understanding of human rights education, in order to contribute to the guarantee of the right to education?  The changes in educational legislation in a scenario marked by neoliberal perspectives make this reflection relevant. To this end, a literature review was carried out, based on the studies by Candau et al (2013), Lopes (2019), Oliveira (2007) and Scheibe (2020); and document analysis. The necessary conception of human rights education concerns training for coexistence and the daily search for the guarantee of human rights, in their multidimensionality. In particular, the strengthening of the guarantee of the right to education through the training of teachers capable of promoting educational processes endorsed in a critical and dialogical approach.  The teaching action, therefore, will be conceived as an opportunity for the subjects to enable the construction of knowledge, values and actions that make the right to education effective, as a basis for access to other rights by all.