Publication: ¿Niños y niñas sujetos de derecho? : el rol de la EDH en la educación infantil del sur de Chile
Authors
Araya Pérez, Katherine ; Ojeda Millahueque, Patricia ; Espinosa Bayal, Maria de los Ángeles ; Zuñiga González, Carmen Gloria
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
publication.page.editor
publication.page.department
Description
Abstract
La Educación en Derechos Humanos (EDH) fomenta una cultura de paz, tolerancia y respeto, valores imprescindibles en nuestras democracias actuales. Su enseñanza es clave en la infancia para promover la inclusión social, la participación, el empoderamiento y la libertad de agencia. Por estas razones, esta investigación busca analizar las percepciones de educadoras infantiles sobre la EDH y valorar cómo la integran con el currículo infantil. Para lograr este objetivo se realizó un análisis documental del currículo y un análisis temático de las entrevistas a cuatro educadoras del nivel educación infantil del sistema público de educación del sur de Chile. Todo ello desde un enfoque cualitativo y adoptando una perspectiva interpretativa. Los resultados obtenidos ponen de manifiesto que el currículo de educación infantil en Chile reconoce, de forma explícita a los niños y niñas como sujetos de derecho. Hecho que tiene un importante potencial para promover la Educación en Derechos Humanos desde estas primeras etapas de la educación. Sin embargo, este enfoque presente en el currículo no siempre es reconocido de forma explícita por las Educadoras. Aunque, destacan distintas formas de participación infantil en el aula y consideran el juego como una herramienta de promoción de los derechos humanos. La discrepancia que se encuentra entre el contenido del currículo de educación infantil y la percepción de las educadoras, señala la necesidad de fortalecer la educación en esta etapa para integrar la EDH en su práctica pedagógica de manera consciente y efectiva.
Human Rights Education (HRE) promotes a culture of peace, tolerance, and respect, values that are essential to foster in our current weakened democracy. In childhood, its teaching is key to promoting social inclusion, participation, empowerment, and agency. For these reasons, this research aims to analyze the perceptions of early childhood educators about HRE and assess how they relate it to the early childhood curriculum. To achieve this objective, from a qualitative approach and an interpretive perspective, a documentary analysis of the Chilean Early Childhood Curriculum Guidelines (Mineduc, 2018) and a thematic analysis of interviews with four educators from the public education system in southern Chile were carried out. The results reveal a human rights-based approach in the curriculum and the explicit recognition of children as rights-holders, which holds great potential for promoting Human Rights Education. However, this approach is not always recognized by educators. Despite this, they highlight various forms of children's participation in the classroom and consider play as a key tool for promoting human rights. The gap between the prescribed curriculum and the educators' perceptions underscores the need to strengthen initial teacher training to consciously and effectively integrate these principles into their pedagogical practices.
Human Rights Education (HRE) promotes a culture of peace, tolerance, and respect, values that are essential to foster in our current weakened democracy. In childhood, its teaching is key to promoting social inclusion, participation, empowerment, and agency. For these reasons, this research aims to analyze the perceptions of early childhood educators about HRE and assess how they relate it to the early childhood curriculum. To achieve this objective, from a qualitative approach and an interpretive perspective, a documentary analysis of the Chilean Early Childhood Curriculum Guidelines (Mineduc, 2018) and a thematic analysis of interviews with four educators from the public education system in southern Chile were carried out. The results reveal a human rights-based approach in the curriculum and the explicit recognition of children as rights-holders, which holds great potential for promoting Human Rights Education. However, this approach is not always recognized by educators. Despite this, they highlight various forms of children's participation in the classroom and consider play as a key tool for promoting human rights. The gap between the prescribed curriculum and the educators' perceptions underscores the need to strengthen initial teacher training to consciously and effectively integrate these principles into their pedagogical practices.
publication.page.subject
Citation
item.page.embargo
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. Licencia Creative Commons