The relationship between human rights education and inclusive education a proposal for strengthening the pedagogical practice of teachers in an educational institution in the city of bogotá

Abstract

This research work developed an ethnographic study at the José Joaquín Castro Martínez IED school, based initially on the theoretical, conceptual and legal analysis of the categories Human Rights Education, Inclusive Education and Teaching Subject, followed by the analysis of the institutional context and the perceptions of a group of students and teachers, around these categories. The instruments of information collection defined were a semi-structured interview as a main instrument and a sounding instrument that allowed to reinforce the information collected in the interviews. Specifically, the study inquired about the inclusion processes carried out by the school with the population of the indigenous community Eperara Siapidara, Afro-Colombian and Venezuelan and the perception that the educational community has about Human Rights Education. This proposal seeks to contribute to the strengthening of the inclusion processes through the implementation of Human Rights Education, generating learning spaces that recognize the own education and the diversity of knowledge of students, families and teachers, in order to create spaces where one can learn from this diversity and promote the promotion of human rights.