Una exploración de la articulación Familia–Escuela hacia la promoción de la educación en derechos humanos en estudiantes de grado 5° de la Institución Educativa Guatiquía de Villavicencio-Meta.

Abstract

In the last decade, the global setback in the protection of human rights has highlighted the importance of strengthening their teaching in school and family contexts. Although legal frameworks exist, gaps persist between established norms and daily practice, especially in basic education. In Colombia, only 25% of teachers receive effective human rights training, which limits the creation of democratic school environments consistent with the principles of dignity and coexistence. At the Guatiquía Educational Institution in Villavicencio, research shows a weak connection between family and school, manifested in low participation, poor communication, and a lack of educational practices that foster empathy and peaceful conflict resolution. This situation impacts the civic education of fifth-grade students and creates a disconnect between the theory taught and the expected attitudes in school life. From a critical and dialectical perspective, the narratives of teachers and parents were analyzed, focusing on family dynamics, the family-school relationship, and the promotion of human rights. The stakeholders agree that this process must be collective and involve families, schools, and society. However, family transformations, employment difficulties, and weak community engagement have created divisions that reduce the educational impact. Teachers emphasize the need to move beyond theoretical instruction and promote everyday example, dialogue, and the peaceful resolution of conflicts. They also propose strengthening family education through regular meetings. Families recognize the importance of respect and dialogue but point out that work demands limit their participation. In short, human rights education requires genuine collaboration between families and schools to consolidate a culture based on dignity, peaceful coexistence, and social justice.