Education in human rights, gender and sexualities, and moral development in teacher education: knowledge, conceptions and conducts of undergraduate students in pedagogy of a public university in the State of São Paulo

Abstract

The proposal for (re)education in values of the human rights education, established in the country in 2006, beginning in childhood, has been refuted, distorted and/or ignored by the professionals who should be practicing it in school, particularly two themes to be developed: gender and sexuality. Thus, the objective of the present research, of an interdisciplinary nature, is to investigate if the teachers in formation to work in Early Childhood Education and in the first cycle of Elementary Education, from a public university in the interior of the state of São Paulo, are being prepared to work with sexual and gender diversity in school, and from this first finding, appropriating the contributions of the field of Moral Psychology and delimiting to the Kohlberguian approach, check if there are ideological impediments, especially moral-religious in this process. Three categories will be used to analyze the formation of undergraduates: their knowledge, conceptions and conducts, and to this end, a bibliographical research will be carried out to provide a basis in the elected literature, documentary according to the official documents, for to know what is expected of the pedagogue in the performance of education in human rights, and empirical, for the collection of data in those categories and measurement of the moral development of the participants, through a questionnaire, elaborated and based on the previous stage of application of a focus group, and the adapted and translated version of the Definig Issues Test 2 (DIT-2). Therefore, we will analyze the knowledge, conceptions and conducts comparing their qualities with the level of moral development they present. (AU)