Concepciones docentes sobre educación en derechos humanos en básica media

Abstract

Education is recognized as a tool of development and reflection for a better society. It goes beyond the academic content, focusing on values such as justice, peace, respect for diversity, and sustainable development. In this context, education in human rights is important, as it seeks to promote self-consciousness about one’s rights and those of others to guarantee fulfillment. Furthermore, it must be continuous and dynamic, establishing a relationship with the different experiences of the students. However, some educators opt for the development of cognitive skills and content unrelated to current issues. Also, they

address human rights only when conflicts emerge, and they focus mainly on the lower- elementary level. For this reason, the objective of this qualitative research is to know the

different perceptions of teachers about human rights in middle-elementary schools. In order to achieve this, observations and interviews were carried out with 6 teachers in an educational institution located in the city of Cuenca. The findings revealed that educators hold diverse conceptions about human rights and their education, which are formed by personal, social, professional, and moral factors. Teachers conceive human rights from the natural idea of a law to a historical-cultural vision. Likewise, they conceive that educating in human rights helps to promote peace, develop competencies, and guarantee a comprehensive education that values diversity. Predominantly, educators, associate human rights education with the teaching of values, and behavioral norms and they advocate for continuous practice in all the stages of education.