Human Rights Education, Digital Education, and Teacher Education in High School: An Analysis of the Tensions Present in Contemporary Educational Policies

Abstract

This study focuses on teacher education at the high school level in articulation with digital education and Human Rights Education, understood as a fundamental dimension for the construction of a critical, democratic, and emancipatory education. The research is grounded in the documentary analysis of contemporary educational policies, including the National Plan for Human Rights Education (PNEDH), the National Digital Education Policy (PNED), the National High School Policy, and the National Education Plan (PNE). The study seeks to answer the following research question: How has high school teacher education been shaped and challenged by digital education policies, and to what extent do these policies contribute to the implementation of Education in/for Human Rights? From this perspective, the objective is to analyze the tensions present in high school teacher education regarding digital education, considering the principles established by the PNEDH. Drawing on critical theoretical frameworks, particularly the contributions of Paulo Freire, Vera Maria Candau, and Manuel Castells, the study adopts a qualitative approach and employs documentary analysis, semi-structured questionnaires, and workshops as methodological procedures in the field research. Preliminary findings indicate that digital education policies tend to prioritize instrumental dimensions of teacher education, generating tensions with the principles of Human Rights Education, which presuppose critical formation, democratic participation, and the emancipation of subjects. These findings highlight the need to strengthen teacher education processes committed to a critical understanding of digital technologies and to the promotion of educational practices grounded in human rights.