Human rights education and the hidden curriculum: Theoretical and practical considerations on the Brazilian school routine AThis paper presents theoretical and practical considerations about human rights education (HRE), in the context of pedagogical activities of Brazilian Basic Education, considering its guidelines and the school's social interactions/ relationships (hidden curriculum). Based on a sociocultural constructivist theoretical approach, we present the microgenetic analysis of school situations that emerged in a research carried out in a public educational institution in Brasília, Distrito Federal. In the context of a human rights activity, the challenges faced by the contemporary school in relation to the actual implementation of HRE arise. It is necessary to develop a participatory pedagogy that makes HRE a relevant element for the students, as well as a teacher formation anchored in the analysis of the pedagogical practices and the programmatic actions of the HRE.

Human rights education and the hidden curriculum: Theoretical and practical considerations on the Brazilian school routine AThis paper presents theoretical and practical considerations about human rights education (HRE), in the context of pedagogical activities of Brazilian Basic Education, considering its guidelines and the school's social interactions/ relationships (hidden curriculum). Based on a sociocultural constructivist theoretical approach, we present the microgenetic analysis of school situations that emerged in a research carried out in a public educational institution in Brasília, Distrito Federal. In the context of a human rights activity, the challenges faced by the contemporary school in relation to the actual implementation of HRE arise. It is necessary to develop a participatory pedagogy that makes HRE a relevant element for the students, as well as a teacher formation anchored in the analysis of the pedagogical practices and the programmatic actions of the HRE.