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Search Results: 1 - 10 of 41492 matches for " education in human rights. "
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Education and Ethnic-Racial Relations: Altering Encounters between University and Community  [PDF]
Renata Orlandi, Pamela Tais Clein Capelin, Ronaldo Aurélio Gimenes Garcia, Aldo Sena de Oliveira
Open Journal of Social Sciences (JSS) , 2018, DOI: 10.4236/jss.2018.612008
Abstract: Problematizing issues involving education for ethnic-racial relations has been of great importance in the context of Brazilian education in recent years. In this article, will be presented three actions that resulted from the extension project titled Cine Debate: commented exhibitions of films and documentarie. The objective of this work is to problematize an extension project aimed at provoking debates between university and external community on ethnic-racial relations in the perspective of the relations of otherness. This project was developed at the Federal University of the Southern Frontier (UFFS) located in the city of Realeza, in the state of Paraná-Brazil, and included a series of other phenomena related to human rights enforcement/violation. Through these cultural interventions, it was possible to access and contemplate complete film, as well as clippings articulated with other activities, such as: debates open to the outside community, round tables, talk, capoeira and samba talk, musical performances and culinary tasting, provided at different times, making it possible to enhance the dialogue on the proposed themes. The actions took place on the Campus of UFFS, as well as in the house culture of another city. The dissemination of the interventions took place via radio, print and electronic media. The collaborators of the project in partnership with the community, both internal and external to the university, provoked debates with the intention of allowing reflections on plurality and deconstructing the cultural discourses that reveal a super valorization of the white culture. The subjects involved in the activities developed were provoked regarding the opportunity of re-signification of violence and privileges, since they were by various paths and misdemeanors touched by the notion of alterity. These interventions promoted supplementation in the initial training of graduates, as well as the continuing training of teachers and citizens in general, as active individuals in the processes of affirmation of human rights.
Creative Digital Arts Education: Exploring Art, Human Ecology, and New Media Education through the Lens of Human Rights  [PDF]
Joanna Black, Orest Cap
Open Journal of Social Sciences (JSS) , 2016, DOI: 10.4236/jss.2016.47034
The development of an innovative pedagogical model based on case study research about human rights education regarding discourses of power and food in relation to visual arts education and human ecology education will be examined. The authors outline two ongoing studies about “digiART” and Human Rights: New Media, Art, and Human Ecology Integrated Projects. These projects have been held at the University of Manitoba, Canada for pre-service teachers training to be secondary level educators: the research has been ongoing since 2013. As a result of the studies, meaningful curricula and innovative pedagogy have been developed using contemporary technologies. Key to the studies is not only the incorporation of creative teaching and learning about digital technologies at the higher education level but also integrating human rights issues into curricula. The authors’ approaches to teaching human rights issues to pre-service teachers are described in which they incorporate creative technologies to foster an innovative pedagogical model, and develop productive learning using digital technologies. Student’s new media practices from preproduction to postproduction are delineated and benefits from using this approach are discussed.
Educa??o em saúde como estratégia para garantir a dignidade da pessoa humana
Shiratori, Kaneji;Costa, Tadeu Lessa da;Formozo, Gláucia Alexandre;Silva, Simone de Aguiar da;
Revista Brasileira de Enfermagem , 2004, DOI: 10.1590/S0034-71672004000500021
Abstract: it is a theoretical, reflexive study linked to the institutional research project named "nursing social responsibility: from the meaning of person to bioethical paradigms." objective: discussing health education as a strategy to ensure the human being's dignity. methodology: it was based on a qualitative approach, in view of the identification and analysis of the theoretical elements obtained in the bibliographic surveys for the foundations of the study constituted as one of the preliminary aspects of the research. results: the following were identified as theoretical elements: human dignity, its relation with humanization, fundamental human rights, and the international declarations to ensure them; human action; preliminary strategy for ensuring the dignity of the person. conclusion: while health is being furthered through nursing by means of dialogical strategies on health education, the person is being respected as a dignified, free and autonomous human being, fundamental human rights are being taken into account and ensured, therefore contributing to the humanization of the areas where health services are developed.
Direitos humanos e cidadania: a educa??o como campo de conflito
Abicail, Carlos Augusto;
Revista Brasileira de Educa??o , 2002, DOI: 10.1590/S1413-24782002000100012
Abstract: the text broaches education from the viewpoint of what some observers have called the inauguration of the new millennium, marked by those events which took place in the united states and, consequently, rekindled the global debate concerning the parameters of human conviviality. its developments, especially in the media, demand that educators reflect urgently on the need to surpass a vision of education based only on information and on the diffusion of knowledge, as though knowledge and information were not imbued with values. it conceives education as an ample process which is present in work, in the popular and trade union movements, in political parties and in the school system. the broad concept situates our reflection beyond that of mere schooling and confronts us with challenges and replies in various aspects.
Human Rights Situation in Iraq and Kurdistan Region: Constitutional and Political Prospects  [PDF]
Jaafar H. Khidir, Sarhang H. Salih
Beijing Law Review (BLR) , 2014, DOI: 10.4236/blr.2014.54028
Abstract: This study, which deals with Human Rights situation in Iraq and Kurdistan Region during the last three decades, aims to discuss and analyze certain Human Rights issues, including civil, political and cultural rights as stipulated in the current Iraqi Constitution and reflected under the present political circumstances, making specific short references to Human Rights Education. As a descriptive analytical study, clear integrated legal and political materials are used to draw particular realistic conclusions about violations of Human Rights, as well as the contradictions between the content of the Constitution and what is happening within political developments’ process on the ground. In this regard, it seems that severe difficulties and serious challenges have reduced the capacity of Iraq and Kurdistan Region from building an efficient system for Human Rights which is able to enhance Human Rights issues and support Human Rights Education.
Humanización: hacia una educación crítica en Derechos Humanos
Universitas Psychologica , 2009,
Abstract: the purpose of this article is to problematize the three fundamental dimensions of the human rights education: the dialogicity, the "otherness" and the juridicity, having previously discussed minimum ethical, political and legal conditions for a critical education in human rights. the article ends with some methodological assumptions to continue this discussion and this type of education
Humanization: Towards a Critical Education in Human Rights
Jairo Hernando Gómez-Esteban**
Universitas Psychologica , 2009,
Abstract: The purpose of this article is to problematize the three fundamental dimensions of the human rights education: the dialogicity, the ”Otherness” and the juridicity, having previously discussed minimum ethical, political and legal conditions for a critical education in human rights. The article ends with some methodological assumptions to continue this discussion and this type of education.
Educa??o, justi?a e direitos humanos
Estêv?o, Carlos Alberto Vilar;
Educa??o e Pesquisa , 2006, DOI: 10.1590/S1517-97022006000100006
Abstract: in this article the author reflects on the issue of justice and human rights, considering the demands of a deliberative democracy, along the lines of habermas and, above all, of the proposals of a communicative democracy. thus, at first, the author problematizes the relationships between democracy, justice, and human rights, giving special emphasis to the individualistic and merchantilized tendencies to see democracy and the rights, and to the deliberative and communicative conceptions of democracy, and their consequences in terms of justice and human rights. from this point, the reflection veers towards the field of education as another locus of justice, debating the issue of school justice and the concept of the school as a dialogical and communicative organization, highlighting, in habermasian terms, the systemic and communicative functionalities that permeate it. the author concludes this framework by stressing, within the idea that the school is a place of many worlds and justices, the multiples rationalities mobilized by the school agents, who should make their choices aware of the fact that, when the communicative-emancipative rationality predominates over other types of rationality, justice and rights open up and universalize. finally, this discussion is continued in the last part of the article, but now referred to the challenges of globalization understood in several senses, finishing with the reference, within a counter-hegemonic concept of globalization, to a "cosmopolitical democracy", supportive of a solidary and cosmo-citizenly cordiality based on the humans rights.
Educa??o e direitos humanos: desafios para a escola contemporanea
Fernandes, Angela Viana Machado;Paludeto, Melina Casari;
Cadernos CEDES , 2010, DOI: 10.1590/S0101-32622010000200008
Abstract: education focused on human rights is not yet part of the practice or curriculum of the brazilian schools. in times when public and private values, and the whole society are in crisis, the issue of equality and human dignity has not only to be part of texts, but also to be internalized by anyone who works either in formal or non-formal education.
A transforma??o da infancia e da educa??o: algumas reflex?es sócio-históricas
Tomás, Catarina Almeida;
Paidéia (Ribeir?o Preto) , 2001, DOI: 10.1590/S0103-863X2001000200008
Abstract: the objective of this article is to reflect about social-historical changes that happened in the conception of childhood linked to the role played by education, with one analysis that follow since the romam era until (post)modernity. the relationship between childhood and education is discussed from an evaluation of social practices and dominant ideologies presents in each period of time, pointing out the propositions and the accomplishments; also it is considered the world situation problematic and it is discussed the question of children and adolescents rights, with the observation of the way followed since the human rights universal declaration, in the end of the 40th, but in special emphasizing the difficulties in its implementation in various moments and cultures.
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