Experience in Human Rights and Social Welfare in the Agricultural High School and Propaeudetic Program of Universidad Autónoma Chapingo, México
Guardado en:
| Autor: | |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2019 |
| Descripción: | The world is facing a wide diversity of social innovation: globalization, the “boom” of the new economy based on knowledge, and the emergence of active and thoughtful citizens. The rapid transmission of information dissolves traditions and customs to impose a more active and open life approach. The national education system faces increasing social inequalities, particularly in the area of access to social welfare and human rights (the social, political, economic, and cultural complexity of its establishment, promotion, and defense). One of the challenges of Mexican society is to provide quality education to all children who have not been able to access it, the integration and functioning of the educational system, as well as the formation of responsible, supportive, participatory, and critical citizens required in a modern democracy (Padilla, 2013). This paper examines the following: training and quality of performance of the students from the agricultural high school (PA) and propaeudeutic program of the Universidad Autónoma Chapingo, Mexico, on education in human rights and social welfare (education, environment, values, tolerance, discrimination, migration, poverty, gender-based violence, psychological issues, etc.). These students mostly come from highly marginalized areas, and currently, no such subjects or courses have been created for them. It was found that students from the PA and propaedeutic program have, mostly, some concept of human rights, values at home, respect, harmony, and solidarity, among others. They believe that, at school, they are influenced by bad friendships, and most have suffered discrimination at some stage in their life, mainly because of clothing, bullying, being indigenous, and having low income to live on. In general, teachers, students, and administrative workers are not interested in these issues; they are non-tolerant people and speak little about human rights. There are no subjects or courses about human rights and problems of social welfare (values, tolerance, environment, migration, education, discrimination, etc.). Most of the students have relatives who have migrated to other states of the Mexican Republic or the USA, in search of resources and a better quality of life. These students also believe that inculcating and teaching human rights values in the poorest communities or indigenous people would help them protect and not suffer from discrimination and abuse. |
| País: | Portal de Revistas UNA |
| Institución: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Lenguaje: | Español |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/11945 |
| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/dialogo/article/view/11945 |
| Palabra clave: | social welfare human rights education students bienestar social derechos humanos educación estudiantes |