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

Abstract

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.