Hegemonic discourses and teaching strategies in the field of human rights.: Facultad de Humanidades, Artes y Ciencias Sociales, UADER
In the field of human rights, critical knowledge must be situated knowledge. To contribute to denaturing asymmetrical social power relations and to be socially useful, knowledge must consider the conditions of the specific contested terrain in which it is developed. In this sense, the aim of objecti...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional de Rosario
2022
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| Acceso en línea: | https://perspectivasrcs.unr.edu.ar/index.php/PRCS/article/view/517 |
| Aporte de: |
| Sumario: | In the field of human rights, critical knowledge must be situated knowledge. To contribute to denaturing asymmetrical social power relations and to be socially useful, knowledge must consider the conditions of the specific contested terrain in which it is developed. In this sense, the aim of objectifying the praxis in the university classroom implies being able to recognize the recurring discourses present in common sense, which are a necessary part of the social construction of who are legitimate subjects of rights. Therefore, this essay characterizes the challenges faced in human rights teaching in the classrooms Facultad de Humanidades, Artes y Ciencias Sociales, of the Universidad Autónoma de Entre Rios. With this aim, this essay exposes the recurring discursive topics on rights, identities, stereotypes and non-memories, it describes the strategies deployed to address the themes that trigger them more broadly, and it puts forward a situated interpretation of them. |
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