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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
HUMAN RIGHTS IN THE SCHOOL CURRICULUM OF CHILE: PRECARITY AND COMPLEXITY
Author(s)
Héctor Gómez & Mariela Fuentes
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DOI:10.17265/1548-6605/2017.03.003
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ABSTRACT
The privileged place that
human rights have been taking in the
school curriculum in Chile since the 90s is crystallized in the creation of the
subject Citizen Education that
is to be beginning in 2019. However, in this paper we propose a theoretical
analysis of the inclusion of human rights in the school curriculum thus far. In
addition, we attempt to analyse the possible effects of Citizen Education on
the mandatory curriculum in Chile, with consideration of curriculum as a
“complicated conversation” and the notion of “precarity”. We employ three
dimensions: first, the notion of person; second, local law versus international
law; and third, necessary conditions and latent risks. Considering these
dimensions, we acknowledge that the inclusion and visibility of human rights in
the curriculum is not a new field. Including new content into the curriculum
does not necessarily address the problem of making human rights as a lived
experience for students and society. The lack of clarity about what are the
real rights of people, the relationship between our national legislation and
international law, and the lack of necessary conditions for the promotion of human
rights caused concern around the lack of protection and precarity inpeoples’
lives. Therefore, the question arises: who exist, who does not exist and which
lives matter.
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