Estereotipos y prejuicios discriminatorios de mayor relevancia de las y los profesores que afectan la construcción de culturas de Paz en los contextos escolares de los Departamentos de Córdoba, Putumayo, Meta y Bogotá D.C.: Informe final de investigación

Abstract

The line of EDUCATION AND HUMAN RIGHTS of the Master's Degree in Education has as its horizon the generation of theoretical frameworks, states of the investigative question and production of knowledge that allow us to construct categories and generate new conceptual and methodological approaches to Human Rights Education and its importance in the contributions to the generation of a society committed to human rights, peace and coexistence. For the master's degree in education of the Universidad Santo Tomás, based on humanist principles, reflection, training and research on human rights is of vital importance, recognizing critical positions in front of them, as a result of the broadening of the field of knowledge on this subject, especially of Latin American thinkers. It is for this reason that this research project assumes a problematic approach, understanding this as a process that invites us to denaturalize what is hegemonically instituted by certain types of knowledge and practices that have installed a single truth; which must be deconstructed in order to make visible other interpretations and, ultimately, other life options. Human rights are an ethical and juridical approach of the western world that have arisen and have been constructed from social contradictions, which makes them in continuous construction, expanding their meaning and adjusting to social changes throughout its history. The aim is to retake critical positions on human rights, assuming that their liberal theory has been a hegemonic form of discourse and a practice that has had its antecedent in the rights of man and citizen proclaimed in the French Revolution, consolidating after 1948 as a universalist perspective. There are two tensions emerging in the contemporary world in the field of human rights: one, which traces the theme of security and risk, and the other, which arose from preeminently cultural diversity. It is necessary to read peace within the framework of this tension and to make visible what makes it fragile, affecting school contexts.