The study aims to verify the existence of interdisciplinary education on human
rights, in basic courses of civil judicial conciliators and mediators, from 24 countries
selected on 04 continents, capable of contributing to the construction of a
transnational culture of peace, in compliance with the international commitments
assumed before Unesco. From international diagnostic, the dissertation aims to
propose suggestions for improvement of the guidelines of the Brazilian National
Council of Justice for the courses in question, which represent humanistic and
interdisciplinary advances. In the methodological course of the empirical exploratory
research of mixed methods, adopting the convergent design, the content analysis of
Laurence Bardin (2016) is used together with functional comparative law, in the
view of Ralf Michaels (2008). The data collection about the organization and content
of courses proposals and the related normative covers the 27 courts of justice and
the 27 judicial sections in Brazil, as well as samples from 23 other countries (South
Africa, Argentina, Australia, Bolivia, Canada, Chile, Colombia, Costa Rica, Scotland,
the United States, Spain, France, Wales, Honduras, England, Northern Ireland,
Italy, Nigeria, Mexico, Paraguay, Peru, Portugal and Uruguay). At the same time, to
deepen the investigation of practical reality, the teaching materials and the
development of 14 courses, realized between 2016 and 2017, by the Superior
School of the Judiciary of Tocantins and by the Federal Justice Council, were
examined ex post facto, as well as the Manual of Judicial Mediation of the Brazilian
National Council of Justice. The merger of the results of the comparative content
analysis confirms the hypotheses that there is not conscious planning for human
rights education in these formative actions, and that possible approaches are
superficial and insufficient to produce an effectively humanistic, interdisciplinary and
transformative training. After a theoretical-interdisciplinary dialogue, the applied
research suggests advances to the interdisciplinary education on human rights for
the contents and the curricular directives of the Brazilian National Council of Justice,
especially on dignity of the human person, broad acceptance of access to justice,
representative and participatory democracy, citizenship, diversity, social justice and
emancipation, collaborative social interaction, the educational role of the Judiciary,
ethics of otherness, responsibility with the other, peace and neo-humanist.
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