The practices in Human Rights Education (HRE) pursue the formation of the subject of law, combining the spheres of cognition, values and action. Thus, to adopt them as public policy is vital to democracy and to the Rule of Law. Although it is a new area of knowledge, its field of action has been facilitating important experiences. In the State of Pernambuco, the insertion of HRE in the public school system was a process that started its systematic development as of 2007. This paper aims to analyze whether the practices of HRE in formal schooling are articulated and if they encourage processes of democratization in the schools of Pernambuco. It was possible, based on the data provided by this study, to assume that the adopted actions and methodologies of HRE motivate participation, autonomy and the establishment of horizontal relations in the collective construction of knowledge. Therefore, they contribute in some of the transformations that are happening in the space of school, that tend to propitiate better conditions so that processes of democratization may pervade this atmosphere.