La educación en derechos humanos en la educación superior y en la formación docente: Guía sobre el perfil docente, el abordaje pedagógico y la evaluación.
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2022
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INIE
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En este documento se brinda orientación sobre los supuestos epistemológicos y pedagógicos necesarios para el abordaje de la educación en derechos humanos en la educación superior y en la formación docente, así como la definición de un perfil docente concreto y requerido para impartir cursos académicos sobre derechos humanos en la Universidad, especialmente en la formación docente, según habilidades, características actitudinales y estrategias didácticas y de evaluación. En el año 2018 se inició una experiencia de cooperación internacional, interinstitucional e interdisciplinaria en el marco de la investigación Educación de Derechos Humanos y Valores en la Formación Docente en Educación Superior, la cual fue auspiciada por el Servicio Alemán de Intercambio Académico (DAAD, por sus siglas en alemán). Lo anterior posibilitó que académicas y académicos de la Universidad de Osnabrück (Alemania), de la Universidad de Costa Rica (Costa Rica) y de la Universidad Nacional (Costa Rica) compartieran experiencias y construyeran aprendizajes en torno a dos aspectos: la educación en derechos humanos y el papel de la formación docente para promover los derechos humanos en el contexto universitario y, por ende, en la formación profesional. A partir de la investigación en conjunto, se estudió el vínculo curricular entre los planes de estudio y los derechos humanos en las carreras de Formación Docente y de Estudios Generales de dichas Universidades. Se advirtió, de manera generalizada que en dichos planes los derechos humanos se inculcan insuficientemente. Asimismo, resultó evidente que, en donde se trabajan se hace de forma implícita, más que explícitamente. Como consecuencia de este hallazgo se elaboró, de manera colaborativa e interuniversitaria, el módulo denominado Educación en Derechos Humanos y Valores que, actualmente, consta de los siguientes cuatro cursos: 1. Los derechos humanos (DD. HH.) y nociones de la dignidad humana: Una introducción general. 2. Derechos humanos: educación inclusiva, equidad y diversidad. 3. Democracia y cultura de paz. 4. Pedagogía en derechos humanos y su aplicación en eco-ciudadanía. Para un mejor uso y aplicación práctica, y como consecuencia del análisis y de la retroalimentación llevados a cabo por el estudiantado y por las personas expertas en el campo, se desarrolló el documento presente como guía orientadora para la puesta en práctica de los cursos. Esta guía ofrece material de apoyo y de acompañamiento para una experiencia educativa que lleve la ética de los derechos humanos a la práctica, lo que permite un mejoramiento continuo. La guía integra la siguiente información y temáticas: -Educar en derechos humanos. -Perfil docente para la enseñanza en el módulo de Educación en Derechos Humanos y Valores en la Formación Docente. -Estrategias didácticas para la enseñanza de los derechos humanos. -Evaluación para una educación en derechos humanos. Cada uno de estos apartados fortalece la visión ética y práctica de la educación en dos aspectos; a saber, los derechos humanos y valores, y la preparación académica y profesional de la población estudiantil universitaria, especialmente, del estudiantado de Formación Docente.
ABSTRACT: This document provides guidance on the epistemological and pedagogical assumptions necessary to address human rights education in higher education and teacher training, as well as the definition of a specific teaching profile required to teach academic courses on human rights at the University, especially in teacher training, according to skills, attitudinal characteristics and teaching and evaluation strategies. In 2018, an experience of international, inter-institutional and interdisciplinary cooperation began within the framework of the Human Rights and Values Education research in Teacher Training in Higher Education, which was sponsored by the German Academic Exchange Service (DAAD, for its acronym in Spanish). its acronym in German). This allowed to the academics from the University of Osnabrück (Germany), the University of Costa Rica (Costa Rica) and the National University (Costa Rica) to share experiences and build learning around two aspects: human rights education, human rights and the role of teacher training to promote human rights in the university context and, therefore, in professional training. From the joint investigation, the curricular link between the study plans and human rights in the Teacher Training and General Studies careers of the above-mentioned Universities that was studied. It was widely noted, in a generalized manner, that human rights are insufficiently inculcated in the mentioned plans. Likewise, it was evident that, where work is done, it is done implicitly, rather than explicitly. As a result of this finding, the module called Education in Human Rights and Values was developed in a collaborative and inter-university manner, which currently consists of the following four courses: 1. Human rights (HR) and notions of dignity human: a general introduction. 2. Human rights: inclusive education, equity and diversity. 3. Democracy and culture of peace. 4. Pedagogy in human rights and its application in eco-citizenship. For a better use and practical application, and as a consequence of the analysis and feedback carried out by the student body and by experts in the field, this document was developed as a guide for the implementation of the courses. This guide offers support and accompanying material for an educational experience that puts the ethics of human rights into practice, which allows continuous improvement. The guide integrates the following information and topics: -Educate in human rights. -Teaching profile for teaching in the Human Rights Education and Values in Teacher Training module. -Didactic strategies for the teaching of human rights. -Evaluation for an education in human rights. Each of these sections strengthens the ethical and practical vision of education in two aspects; namely, human rights and values, and the academic and professional preparation of the university student population, especially the student body of Teacher Training.
ABSTRACT: This document provides guidance on the epistemological and pedagogical assumptions necessary to address human rights education in higher education and teacher training, as well as the definition of a specific teaching profile required to teach academic courses on human rights at the University, especially in teacher training, according to skills, attitudinal characteristics and teaching and evaluation strategies. In 2018, an experience of international, inter-institutional and interdisciplinary cooperation began within the framework of the Human Rights and Values Education research in Teacher Training in Higher Education, which was sponsored by the German Academic Exchange Service (DAAD, for its acronym in Spanish). its acronym in German). This allowed to the academics from the University of Osnabrück (Germany), the University of Costa Rica (Costa Rica) and the National University (Costa Rica) to share experiences and build learning around two aspects: human rights education, human rights and the role of teacher training to promote human rights in the university context and, therefore, in professional training. From the joint investigation, the curricular link between the study plans and human rights in the Teacher Training and General Studies careers of the above-mentioned Universities that was studied. It was widely noted, in a generalized manner, that human rights are insufficiently inculcated in the mentioned plans. Likewise, it was evident that, where work is done, it is done implicitly, rather than explicitly. As a result of this finding, the module called Education in Human Rights and Values was developed in a collaborative and inter-university manner, which currently consists of the following four courses: 1. Human rights (HR) and notions of dignity human: a general introduction. 2. Human rights: inclusive education, equity and diversity. 3. Democracy and culture of peace. 4. Pedagogy in human rights and its application in eco-citizenship. For a better use and practical application, and as a consequence of the analysis and feedback carried out by the student body and by experts in the field, this document was developed as a guide for the implementation of the courses. This guide offers support and accompanying material for an educational experience that puts the ethics of human rights into practice, which allows continuous improvement. The guide integrates the following information and topics: -Educate in human rights. -Teaching profile for teaching in the Human Rights Education and Values in Teacher Training module. -Didactic strategies for the teaching of human rights. -Evaluation for an education in human rights. Each of these sections strengthens the ethical and practical vision of education in two aspects; namely, human rights and values, and the academic and professional preparation of the university student population, especially the student body of Teacher Training.
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Derechos humanos, Educación superior, Estrategias educativas, Personal docente, Evaluación, Educación en valores, Guía, Human rights, Higher education, Educational strategies, Teaching staff, Evaluation, Education in values, Guide