Guía didáctica para el aprendizaje crítico de los derechos de los niños a través del trabajo cooperativo

Abstract

By considering education as a priority and fundamental axis for the integral development of human beings, their ability to transform the subjects that relate to it is recognized. In this sense, education becomes a priority that among its objectives seeks the emancipation of the subjects and the formation of ethical and critical citizens, for this reason education is configured as a social imperative that seeks to form subjects capable of reflecting and acting in the face of injustices that violate their status as subjects of law. Given this situation and recognizing the importance of Human Rights Education, there is an interest in knowing the reality that children live in school. For this reason, the present proposal of educational innovation is proposed for which a diagnosis was made through the use of two techniques for the collection of information: focus groups with students and an interview with the classroom teacher, the diagnosis was made in the “Arcoíris” school in the city of Cuenca, province of Azuay, taking as reference the Fourth grade of EGB in the morning section. After the application of the instruments, an analysis and interpretation of the results obtained was carried out, and it was possible to show that the human rights training that children are receiving in classrooms and the strategies used for teaching are not sufficient for training as subjects of law. With this information, a proposal for educational innovation aimed at the exercise of Children's Rights was supported, supported by critical theory and Human Rights Education, using cooperative work as a teaching strategy.