The aim of this study is to analyze the conceptions of higher education teachers about Education and Human Rights, considering Hannah Arendt's thought categories. It was questioned what are the conceptions of the teachers of the Pedagogy course (considering that they form trainers) of public universities in the State of Amapá, Brazil, and how they are manifested in their professional performance and in the educational practice. The results point to a multifaceted reality of perspectives, methodologies, guidelines and behaviors adopted in the university environment, with the legal character of Human Rights and Education as an element of transformation of societies being the main vectors of discussion. The study opted for a qualitative approach, with a questionnaire answered by 14 professors from the Federal University of Amapá (Unifap) and the State University of Amapá (UEAP). The categories and subcategories established from the answers were: [1] Concept of Education, with the subcategories [a] education as an element of transformation, [b] preparation for citizenship; [2] Human Rights and Education, with the subcategories [a] legal character of Human Rights, [b] universal character of Human Rights; [3] Human Rights, with the sub-categories [a] Human Rights as an overview, [b] holistic worldview, [c] the value of understanding; [4] Dialogue and Plurality, with the subcategories [a] importance of thinking, [b] dialogue and educational practice, [c] promotion of debate and [d] recognition of plurality and singularity. In the context of the two universities in question, a character of responsibility on the part of the professors was demonstrated, which is manifested in the orientation about the world we live in, its characteristics and peculiarities, as well as in the encouragement and promotion of diversity, plurality and respect for totality. of individuals. This fact showed that the educators participating in the research shared a high degree with what Hannah Arendt thinks about Education and Human Rights.
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