This research investigates the structure of the curriculum of Education in Human Rights in Brazil, seeking to identify the subjects with power to signify the area and the meanings in dispute in that process - particularly how the difference is articulated and constructs consensuses in those curricular spaces. The focus was on texts about the continued training of educators and the formulation of curricular guidelines for education in human rights produced due to a nation-wide project supported by the Ministry of Education. It argues in favor of assuming a notion of Human Rights as a space for expressing difference, an arena of dissent, from where prescriptive practices are questioned that affirm universalized models characterizing curriculum policies, a perspective that can be identified in the experience of structuring the curriculum of Education in Human Rights analyzed.
Education in human rights; Human Rights; curriculum policy; difference
