2026-06-302026-06-302025-06-27https://repositorio.ifal.edu.br/handle/123456789/3101This work proposes the use of the literary work Vidas Secas, by Graciliano Ramos, as a pedagogical tool for teaching Human Rights in Basic Education. Based on the Brazilian National Common Curricular Base (BNCC), the study develops a didactic sequence composed of five thematic lessons, using selected chapters from the novel to promote a critical reading of Brazilian social reality. The methodology is grounded in the didactic sequence model proposed by Schneuwly, Dolz, and De Araújo, combining literary analysis with reflections on the violation of fundamental rights. The choice of the novel is justified by its character of social denunciation and its portrayal of the marginalization of the sertanejo (inhabitant of Brazil’s arid backlands), allowing connections with contemporary issues such as human dignity, social inequality, child exclusion, and justice. The work aims to foster critical thinking, broaden students’ sociocultural repertoire, and encourage their civic engagement. The proposal is flexible for implementation in different educational contexts, especially in Basic Education.ptAttribution-NonCommercial-NoDerivs 3.0 BrazilLetras – Português – EnsinoDireitos humanosAnálise literária – Graciliano Ramos – Vidas secasSequência didáticaHuman rightsDidactic sequenceLiteratureTrabalho de Conclusão de CursoLINGUISTICA, LETRAS E ARTES::LETRAS