This article reflects about the necessity of find a pedagogical theory that offers lift to educational action in Human Rights, showing a critical-pedagogical proposal based in the assumptions of the theory and of the critical pedagogy, privileging the freireana pedagoy in the update perspective for Human Rights. So, the work proposes to discuss a theorical-critical fundament for the Education in Human Rights, looking for new investigation forms and for analysis to its comprehention, getting critical concepts like awareness, autonomy, dialogue and emancipating. Finally, considers that a critical pedagogical practices in Human Rights contributes to the reading of the deleted people world, to their inclusion in the society and to the comprehention of the possibility of deconstructing unfair social practices and relationships.
Critical theory; Freireana Pedagogy; Pedagogical proposal in Human Rights; Critical fundaments