LIBERATING PEDAGOGY AS A METHODOLOGY FOR HUMAN RIGHTS EDUCATION

Abstract

The study aims to investigate the implementation of liberating pedagogy as a methodology for human rights education. The National Plan for Human Rights Education, structured on the basis of the World Programme for Human Rights Education into five strategic axes, has supported the State in its commitment to the realization of human rights through public educational policies. On the other hand, the debate on education in and for human rights remains one of the major contemporary challenges. Even today, a reality far from the ideal persists, characterized by inequalities and exclusions in the economic, social, cultural, ethnic-racial, and gender spheres, thus demanding new approaches through a liberating pedagogy that empowers individuals, encourages critical thinking, and forms conscious citizens who respect human values, especially the dignity of the human person, without any distinction of race, creed, gender, social class, or sexual orientation. The construction of a liberating educational system that shapes future citizens committed to respecting and promoting human rights depends on the expansion of spaces for listening, debate, and dialogue, fostering transversality and enabling a critical reading of the world and the confrontation of the dilemmas experienced in the 21st century.