Towards a transformation of relational spaces: A case study of an experience in human rights education

Abstract

During recent years, a number of different actions have been taken with respect to human rights promotion and education in Chile, which try to address the insufficient coverage in formal education, as well as formation processes in public institutions. This matter has come to light given the generalized human rights violations during the social outburst occurred in October 2019. Within this framework, the present study proposes an inquiry into the subjective impact of a formation program in human rights education for education professionals, carried out in a Chilean University. Applying a case study and qualitative approach, information was produced from group interviews and narrative productions. Based on the analysis of content, the results reveal the motivations, formative profiles and resignification processes of the participants. The results allow to problematize the formative needs and the emergence of new angles of knowledge construction for HRE programs. In this sense, it is fundamental to incorporate pedagogical strategies that contribute to strengthen these programs and the approach.