The training in human rights education and education for sustainable development for primary school teachers in the City of Buenos Aires

Abstract

A proper teacher training is crucial to achieve the SDG4. This article intends to analyse the curricular insertion of human rights and sustainable development contents in the career to become a primary teacher in the City of Buenos Aires. In order to do that, I investigated the three main documents that determine the contents for the carreer: the Lineamientos Curriculares Nacionales para la Formación Docente Inicial, the Diseño Curricular Jurisdiccional elaborated by the Ministry of Education of the City of Buenos Aires, and the Plan Curricular Institucional, written by the public institutes that offer the career to become a primary teacher. The relevant contents on human rights and sustainable development were highlighted and I used thematic indicators to facilitate the sistematization and categorization of those contents. The result was that even if there are elements about human rights and sustainable development in the documents, mainly related to diversity, equality and non-discrimination, there is no human rights perspective. Furthermore, the transversality of these contents remains as a challenge. It will also be concluded that human rights education and education for sustainable development will need to work and cooperate with other disciplines to achieve its noble and ambitious purposes.