Abstract

NARANJO SEGURA, Juan Carlos. Contributions of the rights approach to teacher training: a case study with teachers graduated from the University of Costa Rica. InterSedes [online]. 2022, vol.23, n.48, pp.163-189. ISSN 2215-2458.  http://dx.doi.org/10.15517/isucr.v23i48.49846.

This article aims to analyze the contributions that the human rights approach provides in training and, therefore, an assessment of its importance and contribution in the exercise of their profession. It attends to a theoretical approach from four central axes: human rights, education in rights, as well as the role and teacher training from this approach. To develop the research, a qualitative methodology was used, through a case study, where the experiences, the conceptual domain and the points of view of 18 practicing teachers, graduated from the University of Costa Rica, who have taken the course “The Teaching of International Understanding and Human Rights”. Data collection was carried out through a semi-structured online interview with three primary school teachers who are practicing their profession and a qualitative online questionnaire with open questions applied to 15 teachers with the aforementioned characteristics. Among the main results, the visualization of the rights approach is located as a theoretical tool that allows the understanding of the context itself in relation to how respect for human rights is developed, this allows the development of skills such as critical thinking, analysis of social reality and active participation in society.

Keywords : Human rights; rights approach; rights education; contributions to teacher training.

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