ABSTRACT
This article aims to reallocate into the contemporary agenda the urgency of prioritizing Human Rights Education (EDH), as foreseen in our Federal Constitution and the Law on Guidelines and Bases of Education (LDB nº 9.394/1996), in the current situation, in which Brazilian democracy is threatened. Fascist examples are abundant in the educational sector, given the success of programs such as School Without Party or Free School, which have garnered adherents in both civil society and politics, and have put forward draft laws in all spheres of the legislature. The National High School Examination (ENEM) fell victim to the false "ideological neutrality" preached by these movements in 2015 and 2017. In 2017, for example, the School Without Party was able to prohibit the assignment of zero marks to students who disrespected Human Rights in the writing test of the ENEM, as foreseen in the announcement of the examination, which was legitimized, on the eve of the national evaluation, by the current President of the Supreme Federal Court (STF). This work focuses, on one hand, on the duty to contextualize the advances achieved in the field of Human Rights Education (EDH), through the implementation of three key documents, such as the National Human Rights Program (PNDH, 1996, 2002 and 2009), the National Plan for Human Rights Education (PNEDH, 2003 and 2006) and the National Guidelines for Human Rights Education (DNEDH, 2012); on the other hand, has a duty to warn of the setbacks that national education has recently undergone, when strategies of censorship and control have worked to silence and persecute teachers or to manipulate students in the name of supposed freedom of expression. I therefore advocate that Applied Linguistics should encourage not only a "human rights literacy" (ABREU, 2015), but a "ideological literacy" (STREET, 2014) in human rights.
Keywords:
Human Rights; Education; ENEM
