La educación y los derechos humanos: un análisis a tres documentos de la UNESCO (1998 - 2015)

Abstract

The discourse on the relationship between education and human rights is analyzed in three documents prepared by UNESCO between 1998 and 2015: Human Rights: Questions and Answers (1998), The Plan of Action for Human Rights Education (2005-2009), and Rethinking Education: Towards a Global Common Good? (2015). Based on documentary and discourse analysis, the conceptual frameworks and argumentative strategies used in these texts are studied. Among the main findings, it is highlighted that the relationship between education and human rights is heterogeneous and complex and therefore cannot be understood in a linear or in a homogeneous way. Education is presented as a fundamental right and a means to guarantee other rights, generating a conceptual tension by not defining its priority. These documents merge education and human rights, generating conceptual ambiguity. The expression "human rights education" reflects this complexity by linking autonomous terms whose interaction is multidimensional and multilateral organizations, especially UNESCO, have been key in providing guidelines on education and human rights, however, they replicate regulations without adapting them to local contexts.