Dialécticas sobre la teória crítica de los DD.HH y la teória crítica de la educación de la interculturalidad

It is seeked in this article by means of an analysis to try to assume a coherent route and a clear way to articulate the education on Human Rights to synergies that are developed in the conventional academic scenes against the parallel necessity that intercultural education protests about. This arti...

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Bibliographic Details
Main Author: Ortiz Vargas, Danilo Alfredo
Format: Article
Language:Spanish
Published: 2013
Subjects:
Derechos humanos de los pueblos indígenas
Constitución Política
diversidad
derecho internacional de los derechos humanos
Diversidad
currículum
educación intercultural
escuela
reforma educativa
educación de los derechos humanos
política educativa
Human Rights of indigenous people
Political Constitution
International Law on Human Rights
diversity
curriculum
intercultural education
school
education reform
human rights education
educative policy
Direitos humanos dos povos indígenas
constituição política
diversidade
direito internacional dos direitos humanos
currículo
educação intercultural
escola
reforma educacional
educação em direitos humanos
política educacional
Online Access:https://dialnet.unirioja.es/servlet/oaiart?codigo=5167570
Source:Misión Jurídica: Revista de derecho y ciencias sociales, ISSN 1794-600X, Vol. 6, Nº. 6, 2013, pags. 161-182
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Dialécticas sobre la teória crítica de los DD.HH y la teória crítica de la educación de la interculturalidad
Summary: It is seeked in this article by means of an analysis to try to assume a coherent route and a clear way to articulate the education on Human Rights to synergies that are developed in the conventional academic scenes against the parallel necessity that intercultural education protests about. This article will not to put them in diametrical comparison or distant but will study aspects they share that become theories that tend to recognition in a humane treatment and worthy against the identity differences, which have always been much questioned in one case or another by the processes with an homogenic or hegemonic approach that segregate the recognition of human beings and the formation they require. The refusal to transform the professional orthodox curricula that has prevailed as a model of the Colombian State in addition, the culturally diverse communities or individuals must have the right to get their own education, in a parallel or liminal way to a State System that refuses to grant autonomy to these groups. In that sense are suggested aspects that respecting their points of origin send arguments that will hopefully have impact in the educative classic policies that will lead to reforms or transformations (Law 30 of 1992), that can allow an adjustment to the educationale needs that initiated with universalist principles and in current times will have to fit the local non-minority culture with a multidiverse identity.

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