Oliveira, Ilzver de MatosGuebert, Mirian Célia CastellainTimóteo, William2023-11-222021OLIVEIRA, Ilzver de Matos; GUEBERT, Mirian Célia Castellain; TIMÓTEO, William Timóteo (org.). Educação e Direitos Humanos: diálogos interdisciplinares - Educação, saberes e interculturalidade. 1.ed. Curitiba: Editora Bagai, 2021.978-65-5368-006-7https://deposita.ibict.br/handle/deposita/449Domination in a colonial system is not limited to the empirical field, but, as it is an ideology, it provokes the consequences of its control in the colonized itself, as it establishes through their dehumanization the notion of legitimacy towards the atrocities that are imposed on them, there is no way to free him from an oppressive condition if it is legitimate for him. For this reason, it is important to define today how to proceed to educate the oppressed in the processes of decolonization. It is in this context that the proposal for the collection EDUCATION AND HUMAN RIGHTS: interdisciplinary dialogues arises. Created based on the Postgraduate Program in Human Rights and Public Policies, from the School of Education and Humanities, from the Pontifical Catholic University of Paraná, a Program in the Interdisciplinary Area of CAPES, the collection was structured in three volumes: Volume 1 - Education , knowledge and interculturality; Volume 2 - Curriculum, training, inequalities and exclusions and; Volume 3 - Education, justice and public human rights policies and was designed to bring together works dedicated to understanding, disseminating, disseminating and improving the theme of human rights education, considering its historical, political, legal, ideological, sociological and cultural, and that reflect their developments in the themes of gender, class and race, considering education not only as a right, but especially as a mechanism for guaranteeing and promoting the dignity of all human beings and the construction of a fairer society and supportive. Thus, having presented the work, we hope that you can enjoy it, as overcoming the hegemony of human rights present in a system that inherited colonial characteristics can only be achieved by the marginalized parties themselves, since the solution to the ideology of dehumanization is made through the awareness of the oppressed class itself, not through an individual process, but a collective one, of breaking the dogmas previously imposed by the dominant force. The role of critical and liberating education does not end with breaking with the hegemonic system, but rather involves the development of a specific pedagogy aimed at the universalization of human rights and the preservation of humanity itself. Good reading!application/pdfopenAccessEducaçãoDireitos humanosInterculturalidadeEducação em direitos humanosEducationHuman rightsInterculturalityHuman rights educationCiências HumanasCiências Sociais AplicadasLivro