The general objective of the present study was to develop a didactic sequence to approach
human rights in the learning English process in vocational education. For that, four specific
objectives were established: to describe Human Rights Education (HRE) from a critical
perspective based on an integrative literature review; to present theoretically Critical Literacy
from a non-systematic literature review; to use the Didactic Sequence as a teaching-learning
methodological proposal aiming at the basis for the development of the technical product; to
produce a didactic sequence to approach human rights in English language classes. As for the
content, two main epistemological bases were used: HRE and Critical Literacy; as for the form,
the characteristics and assumptions of the didactic sequence were used. The main goal of HRE
is to provide a culture of Human Rights on a global scale. This is a culture in which the rights
of all people are respected and protected, in which people understand their rights and
responsibilities, recognize human rights violations, and take action to protect them. Thus, it is
a culture that human rights are part of people's everyday lives. We know that, for this, the
legislative means are insufficient, and critical educational processes that permeate different
segments are necessary. The didactic sequence is understood as a set of activities ordered and
structured to achieve certain educational goals, which have a beginning and an end known by
both teachers and students (ZABALA, 1998). Regarding critical literacy, we used, besides its
general guidelines, the six stages described by Duboc (2015b) and Monte Mór (2010):
experiences with the known, experiences with the new, conceptualizations, local and global
connections, expansion of perspectives, and transformation. Therefore, this research represents
a critical HRE pedagogical proposal to be used by English language teachers in different regions
of Brazil. We believe in the great potential of this product for classrooms and that it will foster
a broad and productive research topic in the field of HRE. Moreover, we do not rule out the
possibility of revising this product, updating and/or expanding it, as educational approaches
must be reviewed to continue fulfilling their purposes. We know that the proposal of this
research is challenging since educating in human rights also implies giving new meaning to
beliefs rooted in us as educators and challenging educational models that have long imposed
their hegemony. The current social, cultural, and political context that we are witnessing
demands critical, engaging, and creative educational processes so that the culture of peace and
respect for human rights that we seek can be possible.
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