Teachers of Basic Education in Jalisco and Their Perspectives on the Human Rights Approach
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| 著者: | |
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| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2025 |
| その他の書誌記述: | Objective. This paper presents findings from doctoral research in human rights conducted at the University of Guadalajara, Mexico. The central objective was to analyze the perspectives of technical secondary school teachers in Jalisco regarding the human rights approach, their training, its application, and the limitations they face in their daily teaching practice. Methodology. The study employed a qualitative approach, conducting semi-structured interviews with 100 teachers: 50 from the Guadalajara metropolitan area and 50 from a rural community 70 kilometers away. A diverse sample was selected to obtain varied perspectives on the implementation of human rights in basic education. Results. The findings reveal a widespread lack of specific training in human rights. Most teachers have only received indirect references to the subject through inclusive education or self-directed learning. Structural barriers, such as the lack of official authorization to attend training courses, hinder professional development. Discussion and conclusion. Despite legislative efforts since the 2011 constitutional reform, significant gaps remain in teacher training on human rights. Without adequate training, it is difficult to foster a culture of peace in classrooms. Teachers require real and sustained institutional support to develop pedagogical practices that respect, promote, and guarantee human rights in the school context. |
| 国: | Portal de Revistas UNA |
| 機関: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| 言語: | Español |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/21803 |
| オンライン･アクセス: | https://www.revistas.una.ac.cr/index.php/derechoshumanos/article/view/21803 |
| キーワード: | education human rights peace teacher perception Derechos humanos educación paz percepción docente direitos humanos educação percepção docente |