HUMAN RIGHTS EDUCATION: THE PERCEPTION OF UNICAMP PROFESSORS

Dibbern, Thais Aparecida; Serafim, Milena Pavan

doi:10.1590/198053147161

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ARTICLES • Cad. Pesqui. 50 (178) • Oct-Dec 2020 • https://doi.org/10.1590/198053147161 copy

HUMAN RIGHTS EDUCATION: THE PERCEPTION OF UNICAMP PROFESSORS

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This article aims to describe and analyze the perception of professors at the University of Campinas (Unicamp) in relation to the subject of human rights education (HRE) at the university level. Methodologically, this research was carried out by submitting a survey to professors at the University who presented productions and/or extension practices in the thematic area; then, after the analysis performed, we will present the results achieved through this. The following can be highlighted: about 80% of respondents indicated that there are barriers to the development of research and extension practices in human rights at Unicamp; it was possible to observe an agreement in relation to the consideration of HRE as one of the social commitments to be assumed by the University.

HUMAN RIGHTS; EDUCATION; HIGHER EDUCATION; UNIVERSITY

Nº	Section 1: General identification of respondents
Nº	Question	Description
1	Area of knowledge that acts or acted	Closed question with predefined alternatives, with the possibility of ticking more than one alternative
2	Institution affiliated	Closed question with predefined alternatives, but with the possibility of an open answer if it does not fit the alternatives
3	Do (Did) you participate in any research center or nucleus?	Closed question with binary alternatives
4	If so for the previous question, which one?	Closed question with predefined alternatives, being conditioned to the previous question
	Section 2: Identification of research activities and extension practices developed by respondents
5	Do (Did) you participate in any research group that deals directly or indirectly on any subject related to human rights?	Closed question with binary alternatives
6	During your career at Unicamp, have you developed or participated in any research that deals with the subject of human rights?	Closed question with binary alternatives
7	If so, which theme (s)?	Closed question with predefined alternatives, conditioned to the previous question (but with the possibility of an open answer if it does not fit the alternatives)
8	During your career at Unicamp, have you developed or participated in any extension practices that deal directly or indirectly with the theme of human rights?	Closed question with binary alternatives
9	If so, what was the main theme?	Open question with free answer, conditioned to the previous question
Nº	Section 2: Identification of research activities and extension practices developed by respondents
10	In your institute/faculty, are there institutional policies to encourage research on human rights?	Closed question with binary alternatives
11	If there are policies, do (did) you participate in the elaboration of these actions?	Closed question with binary alternatives
12	In your institute/faculty, are there institutional policies to encourage extension practices that deal with human rights issues?	Closed question with binary alternatives
13	If there are policies, do (did) you participate in the elaboration of these actions?	Closed question with binary alternatives
14	During your career at Unicamp, have you guided/oriented undergraduate or graduate research on the subject of human rights?	Closed question with binary alternatives
15	If you develop research and / or extension practices on the theme of human rights, comment on when your interest in the topic was aroused	Closed question with predefined alternatives, conditioned to the previous question (but with the possibility of an open answer if it does not fit the alternatives)
16	Do you know the Federal Government's National Human Rights Education Plan (Brazil)?	Closed question with binary alternatives
17	If so, are you guided and/or guided through it for the development of research projects and/or extension practices?	Closed question with binary alternatives
18	Do you know the University Pact for the Promotion of Respect for Diversity, the Culture of Peace and Human Rights of the Federal Government (Brazil)?	Closed question with binary alternatives
	Section 3: Identification of respondents' perception in relation to barriers/challenges of human rights and HRE at Unicamp and other statements
19	In your opinion, are there any difficulties/obstacles that hinder the development of research and/or extension practices that address the theme of human rights? Which would they be?	Open question with free answer
20	From now on, the questions aim to understand the perception of professors about human rights in higher education: What is the degree of agreement with the following statements?	Closed questions with intensity scale (Likert scale)

Major Area	Topics/Categories
Major Area	HR and international relations	Civil rights	Political rights	Cultural and/or generational rights	HR, justice and memory	Right to the environment	Right to education	Right to health	Technology, production and work	Secular State	Right to the city	Gender, class and race	Other topics
Human Sciences	3	2	1	1	4	1	5	1	2	0	1	4	7
Applied Social Sciences	1	1	0	0	0	1	0	5	1	0	1	2	1
Linguistics, Letters and Arts	0	0	0	1	2	0	3	0	0	0	3	4	1
Health Sciences	2	1	1	0	1	0	3	6	0	0	1	1	3
Engineering	0	1	0	0	0	2	1	1	3	0	1	1	1
Agrarian Sciences	0	0	0	0	0	0	0	0	0	0	0	0	0
Biological Sciences	0	0	0	0	0	1	0	1	0	0	0	1	0
Exact and Earth Sciences	0	0	0	0	0	0	1	0	0	0	0	1	0
General Total	6	5	2	2	7	5	13	14	6	0	7	14	13

Major Areas	Policies to encourage research			Policies to encourage extension
Major Areas	Yes	No	I don’t know	Yes	No	I don’t know
Human Sciences	3	9	7	4	9	6
Applied Social Sciences	2	3	4	2	4	3
Linguistics, Letters and Arts	5	1	2	4	1	3
Health Sciences	1	4	3	2	5	1
Engineering	1	3	1	1	3	1
Agrarian Sciences	-	1	-	-	1	-
Biological Sciences	-	1	1	-	1	1
Exact and Earth Sciences	-	1	1	-	2	-
Total	12	23	19	13	26	15

Human Sciences
“After being incorporate by the University administration”
“Since my master's degree, motivated by the silence of Psychology about racism”
“I have been a militant in the fight for school inclusion (everyone's right to education), since the 90's”
“All my academic training (Graduation in History and Post in Anthropology) and professional (10 years in NGOs, 5 at PUC-Rio and 6 at UNICAMP) are linked to the themes of HR, especially in their relationship with ethnic populations”
Applied Social Sciences
"Set of factors: research, social activism and understanding that labor rights are also part of the human rights agenda"
“I developed academic work on the female leader of DDHH”
Health Sciences
"After seeing the difficulties that some Brazilian citizens have to enjoy their constitutional rights"
“Militancy with human rights policies since graduation in Medicine in the 70s”
Biological Sciences
“Since before joining Unicamp, high school teachers and Religious education, which was implemented when I joined Unicamp where I did all my training and stayed as a Teacher”

Major Area	NPHRE		University Pact
Major Area	Declared to know	Declared not to know	Declared to know	Declared not to know
Human Sciences	11	8	11	8
Applied Social Sciences	5	4	5	4
Linguistic, Letters and Arts	4	4	5	3
Health Sciences	1	7	2	6
Engineering	3	2	2	3
Agrarian Sciences	0	1	1	0
Biological Sciences	0	2	0	2
Exact and Earth Sciences	0	2	0	2
General Total	24	30	26	28

Human Sciences
“The absence of specific training in the area in undergraduate courses; it is often an under-valued area for research funding”
“Extension activities are seen as second-class academic activities. In addition, the theme of HRE is considered by a considerable part of the university community as political activism with no link to the production of academic knowledge”
“The demands of Postgraduate Studies with production thought in exclusively textual terms (CAPES criteria), the administrative burden imposed by Unicamp on teachers leave little room for adequate involvement with the ‘external community’ to the University. The proper valuation of the time allocated to the extension would help in promoting actions related to Human Rights”
“There is little knowledge from teachers to properly address the topic”
“Absence of institutional support and scholarships”
“Absence of support, funding and visibility”
“The knowledge about human rights, the interest only in specialized topics by students and researchers, the difficulty in understanding the importance of the topic in the university environment”
Applied Social Sciences
“The productivism and competitive logic that professors are subjected to”
"The difficulties are related, in my view, to the need to raise society's awareness of the theme of human rights"
"It is necessary to make interinstitutional partnerships to advance the theme"
“I don't think they are specific barriers in the area of human rights, but barriers in the humanities and social sciences in general. Lack of resources, delegitimizing the field of knowledge are some of them”
“In the case of the Institute of Economics, the most concrete works address institutional aspects, without much connection with the theme. The exceptions are the work of Cesit (on the world of work) and NEPP (on public policies). There is also a segment of graduate studies in applied economics that deals with the environment. However, it is not a usual feature at the Institute”
"A central difficulty is the long-term maintenance of initiatives that combine information, training and actions that promote a broad and qualified understanding of human rights and the need for constant observance, mobilization and social control so that they are actually implemented"
Linguistics, Letters and Arts
“Absence of institutional recognition for the academic career”
“Better access and debate on information related to the topic”
“In the area where I develop an extension project (basic education), there are difficulties that refer to the acceptance of some themes at school by pressure from parents and the fear of some teachers and the governing body. I imagine that these difficulties will intensify in the coming years”
“Yes, there are difficulties, precisely because the themes of social impact do not arouse much interest, perhaps because the institution and its curricula are strongly engaged in themes that are not closely linked to these realities”
Health Science
“Absence of institutional stimulus, poor funding”
“There is an absence of institutional stimulus. HR are not priorities”
“Funding for research and scholarships for similar topics and absence of curricular enhancement of extension activities for graduation”
“Support from the Unicamp institution”
“The main obstacle and the almost total disregard and devaluation of extension practices in the context of the teaching career at Unicamp. This pillar is very fragile. Regarding the subject of human rights, I have historically observed important support by PROEC [extension pro-rectory] for related projects that I coordinated. A paradox?”
“Yes, because it is a theme linked to the area of Human Sciences, which in health research and practices are against hegemonic. At the Faculty of Nursing, there is a privilege in Teacher Assessments for "productivism" and high impact international publications"
Engineering
“The University itself, mainly within the scope of the central administration, is unable to put into practice subjects and actions that strengthen respect for human rights. And that is extended to Institutes and Colleges”
“It is a theme that is spread/dispersed/pulverized through various social themes. It is embedded within many, many broader issues”
“Currently, these themes are seen as indoctrination or ideological. There is fear in teaching/researching/practicing on these topics. Before the current context, there was devaluation, especially of extension practices”
"Pre-concepts about the theoretical-scientific dimension of human rights and their potential for improving public policies"
Biological Sciences
“Ignorance of this Plan and Pact; Failure to understand the Social Function of each and each profession; No perception of the possibility of working with these themes; Lack of Interdisciplinarity and Intersectionality in Research and Practices; Distortion of Human Rights; Non-understanding of this function by Teachers and Educational Institutions at all levels; Political and religious enclosure due to the distortion of whatever”
Agrarian Sciences
“I believe that this topic is not highly valued by the University”

Nº	Statement	Number of answers
Nº	Statement	I totally agree	Partially agree	Partially disagree	Strongly disagree
1	The University should, as a priority, encourage the development of research that deals with the theme of human rights	51,85% (28 respondents)	42,59% (23 respondents)	5,55% (3 respondents)	-
2	The University should include a mandatory discipline about human rights for all courses in all areas of knowledge	59,25% (32 respondents)	29,62% (16 respondents)	5,55% (3 respondents)	5,55% (3 respondents)
3	One of the University's social commitments is providing human rights education	87,03% (47 respondents)	11,11% (6 respondents)	1,85% (1 respondents)	-
4	A challenge for the incorporation of human rights education at the University level is related to distorted views about human rights	59,25% (32 respondents)	18,51% (10 respondents)	14,81% (8 respondents)	7,40% (4 respondents)
5	A challenge for the incorporation of human rights education at the University level is related to the subject's discipline	24,07% (13 respondents)	44,44% (24 respondents)	5,55% (3 respondents)	25,92% (14 respondents)
6	A challenge for the incorporation of human rights education at the University level is related to professor training on the subject	46,29% (25 respondents)	37,03% (20 respondents)	11,11% (6 respondents)	5,55% (3 respondents)
7	A challenge for the incorporation of human rights education at the University level is related to the privatization processes of the public university	33,33% (18 respondents)	20,37% (11 respondents)	25,92% (14 respondents)	20,37% (11 respondents)
8	A challenge for the incorporation of human rights education at the University level is related to the commercialization processes of the public university	40,74% (22 respondents)	24,07% (13 respondents)	16,66% (9 respondents)	18,51% (10 respondents)

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[1] NOTE ON AUTHORSHIP

Thais Aparecida Dibbern was responsible for this research, data collection and analysis. This work consisted in part of her master’s thesis. Milena Pavan Serafim’s performance consisted in data analysis. Both worked in writing