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‣ Educação em direitos humanos: abordagem histórica, a produção e experiência brasileira; Education in Human Rights: historical approach, the production and brazilian experience

Vivaldo, Fernando Vicente
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 20/03/2009 Português
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A Educação em Direitos Humanos é entendida, hoje, como um conjunto de processos de educação formal e não formal, orientados para a construção de uma cultura de respeito à dignidade humana, através da promoção e da vivência dos valores democráticos e republicanos, da liberdade, da justiça, da igualdade, da solidariedade, da cooperação, da tolerância e da paz. O objetivo principal desta pesquisa consiste em aprofundar o conhecimento sobre essa nova área de reflexão e de vivência no campo educacional que tem sido objeto de intervenções institucionais e do crescente interesse de dirigentes políticos, educadores, pesquisadores, militantes, entidades religiosas e organizações da sociedade civil ONGs. A partir da premissa sobre o vínculo inarredável entre democracia, Direitos Humanos e educação, trata-se de, com base no trabalho de levantamento e sistematização do que tem sido pensado e feito nesta área, provocar o debate e suscitar questões para a consolidação e o constante aperfeiçoamento do reconhecimento institucional e social de tais projetos, visando, igualmente, a melhoria das relações educacionais e sociais, na escola e fora dela. A dissertação apresenta uma abordagem histórica da educação em Direitos Humanos em nosso país...

‣ A declaração das Nações Unidas sobre a educação e formação em direitos humanos: retórica e perspectivas de efetivação; The United Nations Declaration on Human Rights Education and Training: rethoric and perspectives of effectiveness

Gama, Fabio Ribeiro Humphreys
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 22/05/2012 Português
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Em dezembro de 2011, a Assembleia Geral aprovou a Resolução 66/137 adotando a Declaração das Nações das Nações Unidas sobre a Educação e Formação em Direitos Humanos em sequencia ao processo educativo em direitos humanos - iniciado em 1948 com a Declaração dos Direitos Humanos - que vem em evolução constante, principalmente a partir da década de noventa. A Declaração é a reafirmação da comunidade internacional da necessidade de uma mudança de paradigma e valores que orientem a vida cotidiana dos indivíduos em todo o mundo e que é responsável pelo estado atual dos direitos humanos. Com a adoção deste novo documento internacional, começa o processo de difusão e disseminação do seu conteúdo visando a efetivação do direito humano à educação em direitos humanos - agora indubitavelmente positivado que, sem embargo, deverá superar diversos obstáculos estruturais para a aceitação dos princípios contidos na Declaração Universal dos Direitos Humanos, vale dizer, os valores e tradições nas sociedades baseadas no patriarcalismo e no capitalismo neoliberal.; In December, 2011, the UN General Assembly approved the Resolution 66/137 adopting the United Nations Declaration on Human Rights Education and Training following the human rights education movement started in 1948 by the Universal Declaration of Human Rights in an on-going evolution mainly as of the 90`s. The Declaration is the ratification by the international community of the need of changing paradigm and values which orient the life of individuals in daily basis worldwide and that is responsible for the current state of the human rights. With the adoption of this new international document the process of diffusion and dissemination of its content started aiming at the effectiveness of the right to human rights education. Yet...

‣ Diversidade, relações raciais e educação em direitos humanos; Diversity, racial relationships and human rights education

Munhóz, Maria Leticia Puglisi
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 18/05/2009 Português
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Considerando os princípios da igualdade, solidariedade e direito à diferença, que regem a Constituição Federal e os documentos internacionais de Direitos Humanos, o presente trabalho, com base em produção teórica da área da psicologia social, antropologia, direito e educação e experiência empírica, investiga os componentes presentes nas relações sociais entre os jovens brancos e negros, que se caracterizam como componentes fornecidos pela cultura brasileira que contribuem para a perpetuação das condutas preconceituosas e da discriminação étnico-racial contra os negros e, conseqüentemente, a desigualdade racial no Brasil. Para a investigação empírica, foram realizadas entrevistas, por meio de um questionário semi-estruturado, com os jovens brancos e negros cotistas que são alunos de algumas universidades brasileiras que implementaram a política de ação afirmativa por meio de cotas raciais. Tudo isso com a finalidade de produzir elementos que venham contribuir para o desenvolvimento de programas educacionais que tenham como objetivo efetivamente promover a eliminação da discriminação racial e o convívio mais igualitário nas relações sociais em um contexto de diversidade, como é o caso da Educação em Direitos Humanos.; Considering that the fundaments of the Brazilian Federal Constitution and the international documents of Human Rights lies under the principals of equality...

‣ Educação e cultura em direitos humanos na ordem internacional; Human rights education and culture in the world order

Caceres, Felipe Chinalli
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 13/06/2013 Português
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Considerando a atual situação do Direito à Educação em Direitos Humanos no Brasil e no mundo e a importância de se inserir nos sistemas educacionais a proposta da gestão de um plano em Direitos Humanos, balizada por interculturalidade e interacionismo, a presente pesquisa tem como objetivo institucionalizar a promoção do acesso aos conhecimentos multiculturalistas, inerentes à afirmação histórica dos Direitos Humanos. Entendemos que tanto os alunos quanto os educadores são sujeitos dos direitos históricos da humanidade. Assim, diagnosticamos a necessidade de uma intervenção pedagógica humanista nas escolas a ser institucionalizada por uma cultura em educação alternativa contida no projeto-piloto, ora anexado.; Considering the actual state of the Right to Human Rights Education in Brazil, its global present context and the importance to insert its proposals in the educational systems as a political action of a Human Rights plan, oriented by interculturality and interactionism, in this research the main objective has been to institutionalize the promotion of access to multicultural knowledge, associated to the historical affirmation of Human Rights, and to view the students and the educators as mankinds historical rights subjects. It has also been diagnosticated the urgency of a humanistic pedagogical intervention in schools yet to be institutionalized by an alternative educational culture...

‣ Educação em direitos humanos e teoria crítica: por um projeto emancipatório; Education in human rights and critical theory: for an emancipatory project.

Vivaldo, Fernando Vicente
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 10/03/2014 Português
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O presente trabalho trata de democracia, direitos humanos e educação, a partir de uma perspectiva teórica sugerida por autores identificados com a Teoria Crítica tendo como mote principal a discussão sobre emancipação e uma reflexão sobre as potencialidades da Educação em Direitos Humanos se constituir enquanto um projeto emancipatório. Educação aqui é entendida como formação para o exercício de uma vida plena, com autonomia e liberdade, assim como a realização do princípio fundamental dos direitos humanos, que é a dignidade. Parte também de uma avaliação sobre o Brasil real, suas potencialidades tão grandes quanto os problemas cruciais das desigualdades sociais e regionais e, acima de tudo, a permanência do poder oligárquico e de costumes e mentalidades herdeiros de uma história marcada a ferro e fogo por séculos de escravidão. Os pressupostos que serviram como princípios norteadores, são: i) democracia e direitos humanos são indissociáveis, um não existe sem o outro e ambos são processos históricos e dinâmicos; ii) o fundamento dos direitos humanos é o reconhecimento da dignidade intrínseca a todo ser humano; iii) falar em emancipação supõe, sempre, a ampliação e o aprofundamento de democracia e da cidadania ativa; iv) a pedagogia da emancipação exige a ação do Estado (políticas públicas que garantam a vida digna para todos) mas também a atuação da sociedade em termos de valorização da comunidade e do acesso aos bens e serviços culturais...

‣ Acesso à justiça e educação em direitos humanos - estudo de caso: programa centro de integração da cidadania; Access to justice and human rights education case study: center for integration of citizenship program

Soares, Maria Isabel Lopes da Cunha
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 06/06/2014 Português
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A presente dissertação tem como tema a educação em direitos humanos nas áreas de alta vulnerabilidade social de entorno dos postos do Programa Centro de Integração da Cidadania, ligado à Secretaria da Justiça e da Defesa da Cidadania do Governo do Estado de São Paulo. Seu objetivo é apresentar o potencial que um programa dessa natureza possui para a educação em direitos humanos, tornando-se assim um espaço de promoção do acesso à justiça pela via do conhecimento acerca dos direitos de cada cidadão. Para tanto, foram percorridos os seguintes passos: pesquisa bibliográfica sobre o tema e pesquisa de campo, por meio de acompanhamento do dia a dia do Programa e da implementação de projetos voltados para o cumprimento do objetivo de promoção de cidadania e direitos humanos na periferia de São Paulo como o Projeto Centro de Referência da Juventude - Espaço Jovem Consumidor, Projeto Núcleos de Mediação Comunitária e o Projeto de Educação Política. Com isso, pôde-se concluir que a educação em direitos humanos apresenta-se como um forte e poderoso instrumento na asserção dos direitos, porém, deve ser vista como mais um instrumento e não o único, uma vez que a democratização definitiva do acesso à justiça depende de uma transformação radical no sistema jurídico/judiciário brasileiro.; The present dissertation is themed human rights education in the areas of high social vulnerability surrounding the Centers of Integration of Citizenship Program linked to the Secretary of Justice and Defense of Citizenship of the State Government of São Paulo. Its goal is to present the potential that a program of this nature has for human rights education...

‣ Medir progresos en educación en derechos humanos: una experiencia interamericana en marcha; Measuring progress in human rights education: a interamerican experience

Iturralde, Diego; Rodino, Ana María
Fonte: Faculty of Education, Queen's University Publicador: Faculty of Education, Queen's University
Tipo: Artigo de Revista Científica Formato: 145513 bytes; application/pdf
Português
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Since the year 2000, the Inter-American Institute of Human Rights (IIHR) has been developing a new research methodology on human rights based on a system of progress indicators about three groups of rights: access to justice, political participation and human rights education. The approach was initially applied in 6 countries of the region, and produced the Progress Maps on Human Rights. This experience set the foundations for the annual preparation of the Inter-American Report on Human Rights Education, which IIHR distributes every December 10th, since 2002. The paper explains the oldest and more widely used approaches for research on human rights: (i) the registration of violations and (ii) the analysis of human rights situations. Then, it introduces the approach of measuring progress, its tools (progress indicators), the main methodological considerations, and the application of this approach, up to date, in 19 countries of the American continent that subscribed and/or ratified the San Salvador Protocol. Such application constitutes the first two Inter-American Reports on Human Rights Education, which are part of a series of 4 reports. El main objective of the series is to investigate the variations produced regarding the incorporation of Human Rights Education in formal and non-formal education...

‣ Human rights education: form, content and controversy

Orend, Brian
Fonte: Faculty of Education, Queen's University Publicador: Faculty of Education, Queen's University
Tipo: Artigo de Revista Científica Formato: 109324 bytes; application/pdf
Português
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Human rights education, in North America, is still developing and perhaps only in its adolescence. This is, on the one hand, quite shocking, given the foundational role such rights (supposedly) play in the core societal structures of the United States and Canada. On the other hand, the human rights movement has exploded world-wide since 1945 - rendering it in many ways a new normative world - and it is hard to think of other countries obviously doing better. To enable readers to draw comparative and intrinsic lessons, this paper examines both the form and content of human rights education in North America. The form section focuses on the modalities and availabilities of such education. The content section, by contrast, focuses on some of the `hot topics' and prominent dilemmas in contemporary North American human rights education. Emphasis is there placed on taking a principled, consistent stand in light of these latest controversies and challenges. In other words, and owing to the author's nature as a philosopher, the content section will feature arguments highlighting the strength of a certain way of viewing and teaching human rights in the face of doubts about them and challenges to them.

‣ La educación para la promoción de los derechos humanos de la tercera generación; Promoting third generation human rights through education

Sanchez, Juan Escamez
Fonte: Faculty of Education, Queen's University Publicador: Faculty of Education, Queen's University
Tipo: Artigo de Revista Científica Formato: 98600 bytes; application/pdf
Português
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The paper deals with the ways to promote the third generation human rights through education. It underlines the evolutionary dynamism of human rights and the necessity to promote a culture based on their recognition. Solidarity is analysed as the value which specify this generation of rights. Then the author defends the rights to a healthy environment, to peoples' development, and to peace, as key components of any international political community or local communities aiming to meet the requirements of human dignity. Finally, he proposes some pedagogical practices to help the students to become conscious and responsible citizens, so they have the competence to ask to individuals and groups, specially to those who have the power, to recognise and respect these new human rights.

‣ Human rights and persons with intellectual disabilities: historical, pedagogical, and philosophical considerations

Tarulli, Donato; Tardif, Christine Y; Griffiths, Dorothy; Owen, Frances; McQueen-Fuentes, Glenys; Feldman, Maurice A; Sales, Carol; Stoner, Karen
Fonte: Faculty of Education, Queen's University Publicador: Faculty of Education, Queen's University
Tipo: Artigo de Revista Científica Formato: 108127 bytes; application/pdf
Português
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Persons with intellectual disabilities are more likely to experience victimization and have their rights infringed upon than are people without such disabilities. While legislative and policy interventions have afforded a certain degree of protection against such rights violations, people with intellectual disabilities continue to experience restrictions of their basic human rights. This article describes the development of a Human Rights Project being developed in Canada and aimed at promoting human rights awareness in individuals with intellectual disabilities. Following a brief history of the project, we focus on its current phase: the development of a multimedia human rights training CD. We address the empirical and pedagogical foundations for the use of simulated instruction, aspects of the project that reflect its participative orientation, and the use of dramaturgical methods for training persons with intellectual disabilities to be actors in the video scenarios that appear on the training CD. We conclude by highlighting the importance of a systematic approach to human rights training, as well as the implications of such an approach for understanding the relationally and situationally emergent nature of human rights knowledge.

‣ EDUCAÇÃO EM DIREITOS HUMANOS: UMA PROPOSTA DA UNIVERSIDADE FEDERAL DO PARANÁ (UFPR) À COMUNIDADE; Human Rights Education: one proposition of the Federal University of Paraná (UFPR) to the community

Schwab, Silvia Helena Soares; Universidade Federal do Paraná; Bega, Maria Tarcisa Silva
Fonte: Editora da UFPR Publicador: Editora da UFPR
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 14/07/2008 Português
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The Human Rights education in several formal and no formal education levels constitutes an open field toall multiplying initiatives which cause behavior and social relationship changes, as a way to construct moreconscientious citizens, able to change an extremely perverse tolerance reality in relation to usual practices insocieties. This work is a pilot experience performed at the UFPR and its application possibilities.; La educación en Derechos Humanos, en los distintos niveles de educación formal y no formal, se constituyeen un campo abierto a todas las iniciativas multiplicadoras, que provoquen cambio de comportamiento yde las relaciones sociales, de forma de construir ciudadanos más conscientes y capaces de cambiar unarealidad extremadamente perversa de tolerancia con relación a prácticas usuales en las sociedades. Estetrabajo muestra una experiencia piloto desarrollada en la UFPR y sus posibilidades de aplicación.; A educação em Direitos Humanos, nos diversos níveis da educação formal e não formal, constitui-se numcampo aberto a todas as iniciativas multiplicadoras que provoquem mudança comportamental e das relaçõessociais...

‣ APORTES Y EXPERIENCIAS PARA LA EDUCACIÓN EN DERECHOS HUMANOS “CAMINOS PARA LA INTEGRACIÓN SOCIAL”; Contributions and experiences to the Human Rights Education “Paths for the social integration”

Valdés, Mariana Blengio
Fonte: Editora da UFPR Publicador: Editora da UFPR
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 14/07/2008 Português
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La Educación en Derechos Humanos plantea diferentes desafíos que se abordan desde el campo universitarioa través de la inclusión de los diversos colectivos. En este marco se integran a los procesos de capacitación enDerechos Humanos participantes que provienen de las dependencias del Ministerio del Interior de Uruguayy de la Escuela Nacional de Policía. El Ciclo de Educación impartido en la Universidad de la Repúblicaoficia de extensión educativa para el proceso de formación de los cadetes y como forma de actualizacióny sensibilización para quienes se encuentran en funciones dentro del referido Ministerio. Iniciativas comola Campaña “Un Libro y un Disco para la Cárcel” y el Programa de “Visitas a los Memoriales” constituyen experiencias de destaque.; The Education in Human Rights faces different challenges that are possible to be discussed since the universityfield, through the inclusion of diverse collectives. In this path, processes of qualification in Human Rightsoffered to different instances of the Uruguay Interior Ministry and the National School of Policy are integrated.The Annual Cycle of Education of the Unesco Chair in Human Rights University of the Republic propitiateseducative extension activity in the process of official’s formation and it is an updating and responsive formfor those who have functions in the referred Ministry. Initiatives as the Campaign “a Book and a Record forthe Jails” and the Program of “Visits to Memorials” constitute prominent experiences.; A Educação em Direitos Humanos abrange diferentes desafios que podem ser abordados no campouniversitário através da inclusão dos diversos coletivos. Neste marco se integram aos processos de capacitaçãoem Direitos Humanos participantes que provém de instâncias do Ministério do Interior do Uruguai e da EscolaNacional de Polícia. O Ciclo de Educação ofertado pela Universidad de la República propicia atividade deextensão educativa no processo de formação dos cadetes e como forma de atualização e sensibilização paraaqueles que desempenham funções no referido Ministério. Iniciativas como a Campanha “Um Livro e umDisco para os Cárceres” e o Programa de “Visitas aos Memoriais” constituem experiências de destaque.

‣ Human rights literacy: Moving towards rights-based education and transformative action through understandings of dignity, equality and freedom

Becker,Anne; de Wet,Annamagriet; van Vollenhoven,Willie
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/05/2015 Português
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The twentieth century has been characterised by the proliferation of human rights in the discursive practices of the United Nations (Baxi, 1997). In this article, we explore the continual process of rights-based education towards transformative action, and an open and democratic society, as dependent upon the facilitation of human rights literacy in teacher training. Our theoretical framework examines the continual process of moving towards an open and democratic society through the facilitation of human rights literacy, rights-based education and transformative action. We focus specifically on understandings of dignity, equality and freedom, as both rights (legal claims) and values (moral action) across horizontal and vertical applications, considering the internalisation and implementation of dignity, equality and freedom towards transformative action. Our analysis of data stemming from a project funded by the National Research Foundation (NRF) entitled 'Human Rights Literacy: A quest for meaning', brought student-teachers' understandings into conversation with the proposed theoretical framework. In terms of understandings related to dignity, equality and freedom, participants seemingly understand human rights either as legal interests...

‣ Religion education, intercultural education and human rights: A contribution for Cornelia Roux

Jackson,Robert
Fonte: Journal for the Study of Religion Publicador: Journal for the Study of Religion
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2014 Português
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In this article, I draw on my own experience as a researcher, writer on theory and pedagogy of religion education¹ and contributor to European policy documents. This provides a basis to discuss some issues pertinent to Cornelia Roux's personal and professional journey as a researcher in religion education and related fields, including intercultural education, human rights education and citizenship education. I refer to our meetings over the years, both in and beyond South Africa, especially in the context of the International Network for Interreligious and Intercultural Education, and to the development of Professor Roux's ideas on Religion in Education (RiE), Religion and Education (RaE). An attempt is then made to articulate a view on the question of liberalism in relation to human rights, which connects to a stance on intercultural education and to religion education and values education more widely. The position developed is consistent with the approach to empirical research developed by Professor Roux and her team. The article concludes by relating Cornelia Roux's personal journey to some of the themes considered above.

‣ From religious education to worldview education and beyond: The strength of a transformative pedagogical paradigm

Miedema,Siebren
Fonte: Journal for the Study of Religion Publicador: Journal for the Study of Religion
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2014 Português
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A core concept in Cornelia Roux's writings is the term 'paradigm shift'. We can for example notice pleas for paradigm shifts in teaching religion, in dealing with the multicultural situation, in concretizing citizenship education, and finally her plea for a paradigm shift towards human rights education. In this essay I will first elaborate on some of Roux's paradigm shifts with a special focus on the role and place of religious education. Then, I will follow up with a plea for strengthening the transformative paradigm in pedagogy. A plea fully combinable with Roux' s views, but especially necessary today as a critical pedagogical counter-voice against dominant neoliberal rhetoric in respect to pedagogy, politics and practices. In a transformative paradigm the aim of education is formulated as personhood formation. It implies that schools assist students in the double process of socialization and individuation, of becoming competent members of communities of practice. Presentation and representation of information, norms and values are interpreted from the perspective of how students are able to transform this into elements of their own participation, in the process of their own personhood formation. A transformative paradigm is inclusive by definition...

‣ Mapping the curriculum-making landscape of religion education from a human rights education perspective

Simmonds,Shan
Fonte: Journal for the Study of Religion Publicador: Journal for the Study of Religion
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2014 Português
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With the advent of democracy in South Africa, religious education became a contested topic in the education sector. Contestation stemmed from the desire to embrace religious plurality rather than Christian National Education (CNE) that dominated the curriculum pre-1994. This contestation initiated the reconceptualisation of religion in curriculum-making. Together with other scholars, Roux, a scholar-activist, has played a seminal role in conceptualising religion in the curriculum as religion in education (RiE) and more recently, religion and education (RaE). In disrupting the boundaries of religion, she has also made human rights the departure point for engagement with RaE. The concomitant blurring of the boundaries between religion education (RE) and human rights education (HRE), has made it necessary to explore the complexities of the foundations of human rights. In response, this article uses Roux's work to extend the argument by exploring the possibilities of human rights literacy (HRLit) in curriculum-making for HRE. To conclude, this conception of HRLit is considered juxtaposed to Roux's most recent scholarship, which interrogates gender as a specific position within HRE. In engaging with this scholarship, this article takes a critical HRLit perspective so as to embrace Roux's work through an alternative theoretical lens.

‣ Moving towards understanding one an-other: Cornelia Roux on religion, culture and human rights

Becker,Anne; de Wet,Annamagriet; Parker,Glynis
Fonte: Journal for the Study of Religion Publicador: Journal for the Study of Religion
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2014 Português
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Professor Roux is a pioneer in the field of interreligious, intercultural and human rights education. This article will focus on her contribution to understanding diversity in humankind and to enhancing inclusivity. An overview of her work demonstrates that she envisioned an understanding of diversity through education. She identified human rights values as common denominators within cultural and religious spaces of fear and resistance. She also focused on interreligious and intercultural dialogue in education as a means to enhance empathetic and caring interactions with others. In recent years, Roux has initiated three projects: The first was titled Understanding Human Rights through Different Belief Systems: Intercultural and Interreligious Dialogue (2005 - 2008). A follow-up project, Human Rights Education in Diversity: Empowering Girls in Rural and Metropolitan School Environments (2010-2013), focused on gender equity and social justice as priorities to facilitate an understanding of diversity (Roux 2012). An awareness of the importance of human rights literacy and human rights education in creating a sustainable environment for human rights and understanding within a multi-religious and multi-cultural society lead to the development of a third project titled Human Rights Literacy: A Quest for Meaning (Roux & Du Preez 2013). Drawing on Bauman's (1994) conceptualisation of moral responsibility and relations of proximity and distance...

‣ African philosophy of education as a response to human rights violations: Cultivating Ubuntu as a virtue in religious education

Waghid,Yusef
Fonte: Journal for the Study of Religion Publicador: Journal for the Study of Religion
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2014 Português
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Human rights violations on the African continent have emerged as a predicament for human flourishing. This article reconsiders the notion of an African philosophy of education as a response to human rights violations, in particular how the notion of Ubuntu (human interdependence and humaneness) can be used to counteract violence. It is argued that Ubuntu in becoming - with reference to the thoughts of Giorgio Agamben - can counteract human rights violations. In this way, Ubuntu, as an instance of African philosophy of education, can respond more positively to genocide, tribal conflict and wars, and the rape and abuse of women and children on the continent. And, as a tribute to Cornelia Roux, specifically her seminal work on religious and human rights education in South Africa, it is also argued that religious education ought to be constituted by the virtues of deliberative human engagement and cosmopolitan action, which constitute an Ubuntu in becoming that can offer pathways to enhancing religious education.

‣ Visual graphics for human rights, social justice, democracy and the public good

Nanackchand,Vedant; Berman,Kim
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2012 Português
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The value of human rights in a democratic South Africa is constantly threatened and often waived for nefarious reasons. We contend that the use of visual graphics among incoming university visual art students provides a mode of engagement that helps to inculcate awareness of human rights, social responsibility, and the public good in South African higher education. Visual graphics, the subject of the research project which forms a key component of a Masters dissertation by one of the authors, provides an opportunity to counter a noticeable decline in the students' response and sensitivity to the freedoms entrenched in the South African Bill of Rights. The article presents a study using an action research approach in the classroom between 2005-2010, in order to inculcate awareness of human rights among participating students and deepen their understanding of social responsibility. The method used involved an introduction to specific visual art curricular intervention projects which required incoming first-year students to develop visual responses to address selected human rights violations and, in their second year, to develop their visual voice in order to promote human rights advocacy through civic engagement. The critical outcomes impact positively on the use of graphic images in the curriculum as a visual methodology to re-insert the discourse of human rights as a basic tenet of constitutional democracy in higher education.

‣ Incorporating human rights into reproductive health care provider education programs in Nicaragua and El Salvador

Reyes,H. Luz McNaughton; Padilla Zuniga,Karen; Billings,Deborah L.; Blandon,Marta Maria
Fonte: Organización Panamericana de la Salud Publicador: Organización Panamericana de la Salud
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/07/2013 Português
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Health care providers play a central role in the promotion and protection of human rights in patient care. Consequently, the World Medical Association, among others, has called on medical and nursing schools to incorporate human rights education into their training programs. This report describes the efforts of one Central American nongovernmental organization to include human rights - related content into reproductive health care provider training programs in Nicaragua and El Salvador. Baseline findings suggest that health care providers are not being adequately prepared to fulfill their duty to protect and promote human rights in patient care. Medical and nursing school administrators, faculty, and students recognize the need to strengthen training in this area and are enthusiastic about incorporating human rights content into their education programs. Evaluation findings suggest that exposure to educational materials and methodologies that emphasize the relationship between human rights and reproductive health may lead to changes in health care provider attitudes and behaviors that help promote and safeguard human rights in patient care.