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The development of empathy and the promotion of Human Rights education among adolescents constitute fundamental strategies for fostering critical, ethical, and socially engaged individuals. Within the school setting, such educational practices encourage reflection on structural inequalities and the critical examination of naturalized stereotypes. In this context, the present study aimed to analyze preliminary evidence regarding the potential of the rational-affective technique to promote empathy and reduce sexist beliefs among high school students. The study was conducted in a public school in the municipality of Santa Cruz, an inland city in the state of Rio Grande do Norte, Brazil, characterized by a predominantly conservative sociocultural context. Ten interventions based on the rational-affective technique were carried out with the participation of 55 students, who were allocated to either the intervention group or the comparison group. The interventions were evaluated using the Sexual Machismo Scale (SEM-Sexism-12) and open-ended questions, constituting a mixed-methods approach. The findings indicated that the intervention group showed significantly lower levels of endorsement of sexist beliefs, as well as greater critical awareness in their qualitative responses. In contrast, participants in the comparison group predominantly expressed superficial perceptions or views grounded in gender stereotypes, suggesting that the interventions contributed to fostering critical reflection. It is concluded that initiatives of this nature represent important tools for promoting human rights and combating gender stereotypes within the school environment. The findings highlight the need to expand and strengthen similar initiatives across different educational settings in order to contribute to the development of critical individuals committed to the rights of minority groups.
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