What does it mean to teach human rights at the higher level? Reflections from the experience of teacher trainers.

In this work, we present a set of reflections on the conceptions that teachers/trainers of teachers carry regarding the teaching of Human Rights. The data arises from the semi-structured interviews carried out with higher level teachers where we focus on their experiences and conceptions in the cont...

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Autor principal: Santos, Julieta Elizabeth
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2023
Materias:
Derechos Humanos
Formación docente
Programación de la Enseñanza
Human Rights
Teacher Training
Teaching Programming
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/804
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-804
record_format ojs
spelling I15-R208-article-8042025-02-23T20:56:56Z What does it mean to teach human rights at the higher level? Reflections from the experience of teacher trainers. ¿Qué implica enseñar derechos humanos en el nivel superior? Reflexiones a partir de la experiencia de profesoras/es formadoras/es de maestras/os Santos, Julieta Elizabeth Derechos Humanos Formación docente Programación de la Enseñanza Human Rights Teacher Training Teaching Programming In this work, we present a set of reflections on the conceptions that teachers/trainers of teachers carry regarding the teaching of Human Rights. The data arises from the semi-structured interviews carried out with higher level teachers where we focus on their experiences and conceptions in the context of the human rights teaching practices that they carry out. For this, we carried out a hermeneutic work on the interviews, considering as axes of analysis: i) the approaches in the teaching of Human Rights at the higher level, and, ii) the didactic programming of Human Rights in teacher training. The theoretical-methodological strategy is part of socio-critical educational research, through a flexible design, qualitative information collection and analysis techniques, and qualitative content analysis. Towards the end, we recover some problematic nuclei related to the teaching of Human Rights in teacher training and we point out the need to review its approach in the training of future primary level teachers from a critical perspective, analyzing the challenges pedagogical, didactic, epistemological and political that it implies. En este trabajo, presentamos un conjunto de reflexiones sobre las concepciones que profesoras/es formadoras/es de docentes portan respecto de la enseñanza de los Derechos Humanos. Los datos surgen de las entrevistas semi-estructuradas realizadas a docentes de nivel superior donde nos enfocamos en sus experiencias y concepciones en el contexto de las prácticas de la enseñanza en DDHH que estos/as llevan adelante. Para ello realizamos un trabajo hermenéutico sobre las entrevistas, considerando como ejes de análisis: i) los enfoques en la enseñanza de los Derechos Humanos en el nivel superior, y, ii) la programación didáctica de los Derechos Humanos en la formación docente. La estrategia teórico-metodológica se enmarca en la investigación educativa socio-crítica, mediante un diseño flexible, técnicas de recolección y análisis de información cualitativa, y análisis cualitativo de contenidos. Hacia el final, recuperamos algunos núcleos problemáticos vinculados con la enseñanza de los Derechos Humanos en la formación docente y señalamos la necesidad de revisar su abordaje en la formación de los futuras/os maestras/os de nivel primario desde una perspectiva crítica, analizando los desafíos pedagógicos, didácticos, epistemológicos y políticos que implica.   Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2023-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/804 10.35305/rece.v2i18.804 Revista de la Escuela de Ciencias de la Educación; Vol. 2 Núm. 18 (2023); 101-118 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/804/701 Derechos de autor 2023 Julieta Elizabeth Santos https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic Derechos Humanos
Formación docente
Programación de la Enseñanza
Human Rights
Teacher Training
Teaching Programming
spellingShingle Derechos Humanos
Formación docente
Programación de la Enseñanza
Human Rights
Teacher Training
Teaching Programming
Santos, Julieta Elizabeth
What does it mean to teach human rights at the higher level? Reflections from the experience of teacher trainers.
topic_facet Derechos Humanos
Formación docente
Programación de la Enseñanza
Human Rights
Teacher Training
Teaching Programming
author Santos, Julieta Elizabeth
author_facet Santos, Julieta Elizabeth
author_sort Santos, Julieta Elizabeth
title What does it mean to teach human rights at the higher level? Reflections from the experience of teacher trainers.
title_short What does it mean to teach human rights at the higher level? Reflections from the experience of teacher trainers.
title_full What does it mean to teach human rights at the higher level? Reflections from the experience of teacher trainers.
title_fullStr What does it mean to teach human rights at the higher level? Reflections from the experience of teacher trainers.
title_full_unstemmed What does it mean to teach human rights at the higher level? Reflections from the experience of teacher trainers.
title_sort what does it mean to teach human rights at the higher level? reflections from the experience of teacher trainers.
description In this work, we present a set of reflections on the conceptions that teachers/trainers of teachers carry regarding the teaching of Human Rights. The data arises from the semi-structured interviews carried out with higher level teachers where we focus on their experiences and conceptions in the context of the human rights teaching practices that they carry out. For this, we carried out a hermeneutic work on the interviews, considering as axes of analysis: i) the approaches in the teaching of Human Rights at the higher level, and, ii) the didactic programming of Human Rights in teacher training. The theoretical-methodological strategy is part of socio-critical educational research, through a flexible design, qualitative information collection and analysis techniques, and qualitative content analysis. Towards the end, we recover some problematic nuclei related to the teaching of Human Rights in teacher training and we point out the need to review its approach in the training of future primary level teachers from a critical perspective, analyzing the challenges pedagogical, didactic, epistemological and political that it implies.
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2023
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/804
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