Pedagogy of human rights education: a Latin American perspective

Because we started to work with teachers on human rights education in Latin American in the middle of the 1980s, with dictatorial regimes in power, we understood that our pedagogical approach needed to be a critical one. This transformative process of change has not been easy. Many personal, social, political and cultural challenges have been faced. In this article I mention some of those challenges, especially: (1) the lack of a critical approach; and (2) the cultural ‘inca-pacity ’ to recognize the ‘other ’ as a legitimate ‘other ’ and to accept the existence of social and cultural diversity. Finally, the article gives theoretical and practical recommendations on how to overcome these two main obstacles