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Author Bio

Welder de Oliviera Araujo is a Brazilian educator and school counselor at Escola dos Meninos e Meninas do Parque, in Brasilia, who works with young people in vulnerable situations, including the homeless population. He specializes in human rights education, social reintegration, and inclusive pedagogical practices that empower students and foster critical thinking. With a degree in Pedagogy, he focuses on connecting theory and practice through innovative, context-sensitive strategies that promote equity and meaningful learning. His research interests include social justice in education, curriculum development for marginalized students, and the role of schools in fostering autonomy. Welder is committed to lifelong learning and advocacy for vulnerable communities.

Abstract

This article presents a reflection on the praxis of Human Rights Education (HRE) at the Escola dos Meninos e Meninas do Parque in Brasília, Brazil, a public school that serves street children, young people, and adults. The article examines how flexible, participatory and student-centred pedagogical strategies promote autonomy, dignity and social reintegration among marginalized learners. By analyzing everyday practices, challenges and institutional strategies, the study highlights the transformative potential of HRE in contexts of social exclusion and offers insights for educators and policymakers seeking inclusive and rights-based educational approaches.

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