Tres experiencias para pensar la educación en derechos humanos en Colombia Thesis

short description

  • Master's thesis

Thesis author

  • Rodriguez Heredia, Douglas Giovany


  • Throughout this research we are comparatively analyzed three self-defined as Human Rights Education, namely a non-governmental organization, the Human Rights School Cinep experiences; an official school of Bogota, FDI Eduardo Umaña Mendoza; 7 and a social movement, the National Movement of Victims of State Crimes-Chapter Bogota. In essence, the process of constitution of each stage, speeches and educational policies and in the light of an anthropological approach to human rights education practices were analyzed. What I have called the focus or anthropological view of this notion implies, on the one hand, an ethnographic approach around speeches, practices and senses that the players mobilized in each scenario with regard to education, Human Rights and sense of the Human Rights Education, and on the other, the distinction between network diversity meaning that preceded the process of institutionalization, which will call a symbolic field, and their cohesion as a field of knowledge endowed with own analytical keys. Symbolic field and field of knowledge operate as two distinguishable analytical moments. Through the first, the inherited political, social and cultural representations of the bipolar world and the Cold War that generally exhibit a stubborn defense of the values and principles of liberal democracy and struggle are evident anti- Communist. Moreover, the notion of field of knowledge enables us to outline the paths that have enabled the Human Rights Education recreate notions such as rights holders or pedagogies of memory keys that undoubtedly cohere certainly a body of knowledge autonomous, equipped with porous and shifting boundaries. The distinction between each sphere of analysis allows to draw at least three emergency routes and institutionalization of human rights education, as will be discussed in the analysis of experiences, parallel but not elapse between overlaps, gaps and displacements. So, it becomes plausible traces of colonialism, permanently linked to 8 dissonant voices that eventually shed tracks around a Human Rights Education able to challenge their own institutionalization.

publication date

  • March 7, 2016 9:43 PM


  • Democracy
  • Education
  • Human rights
  • Legal anthropology
  • Subject of rights

Document Id

  • d20bccd3-c6de-4f72-a5c9-831480e3375c