Antropologia e educação em direitos humanos: estratégias pedagógicas a partir de etnografia com famílias refugiadas venezuelanas

Abstract

This dissertation investigates how an anthropological/ethnographic understanding of the trajectories of Venezuelan refugee families can support Human Rights Education in primary schools. The research proposes a qualitative, ethnographic and autoethnographic approach, using participant observation, semi-structured interviews, documentary and bibliographic research, field diaries and memory accounts. Based on authors such as Uriarte, Veena Das, Esther Pineda and Gloria Anzaldúa, the research examines practices of reception, makes visible micro-violences, proposes a break with assimilationist perspectives and presents the legal framework on refuge and migration. The results show that attentive listening to the experiences of pain, resistance and reinvention of refugee subjects allows us to rethink educational processes as spaces for dialogue, interculturality and the construction of solidarity. As an educational product, we present a table with suggested skills linked to the BNCC competencies, focused on the theme of refuge, and a board game “My Life in Refuge”, inspired by the ethnographic narratives of this research. The game invites high school students to experience the challenges faced by people in refugee and migration situations in order to foster empathy, reflection and dialogue in the classroom, constituting a powerful pedagogical tool for Human Rights Education.