This qualitative research aimed at investigating the presence of connections among three themes: educational qualities; Human Rights and Human Rights Education. To achieve this objective, theoretical studies were made and empirical data was collected and analyzed. Concerning Human Rights, this research presents a hegemonic conception and a counter-hegemonic conception. The hegemonic conception privileges authors such as: Dornelles (2018, 2006, 2005); Lindgren Alves (2013, 2000, 1994) and Tosi (2008). Santos (2018, 2013, 2006) and Herrera Flores (2008) bring contributions to the counter – hegemonic conception of Human Rights. Regarding Human Rights Education, this thesis brings Candau (2009), Sacavino (2009) e Monteiro (2005) to present the development of the Human Rights Education in Brazil. The characteristics of Human Rights Education are present through Candau (2009) when she approaches the themes of difference and empowerment. This work also brings Sacavino (2009) when she approaches the education for democracy, the education in order to build subjects of Law and the education for the never more. Concerning the educational quality this thesis presents the development of the educational quality in Brazil through Bonamino and Sousa (2012). Ximenes (2014) and Dourado (2007) contribute for the concepts of educational qualities present in this research. The empirical data was collected in eleven semi-structured interviews with teachers, directors and educational counsellors who work in public schools in Rio de Janeiro e Baixada Fluminense. As a main result, this research concludes that the theoretical studies and the analysis of the empirical data reveal a support for the counter- hegemonic proposal for educational quality this thesis presents. This is a proposal that includes Human Rights and Human Rights Education as basis and therefore is a wider proposal for educational quality.