Truth and Law
Refereed Journal of Juridical and Social Sciences
Vol. 3(3), 1-16, 2024
https://doi.org/10.62574/1pszv816
1
Education policy in Latin America from a human rights perspective
Política educativa en Latinoamérica desde una perspectiva de los derechos
humanos
Julio Juvenal Aldana-Zavala
julioaldana@institutodeinvestigacionperspectivasglobales.org
Instituto de Investigación Multidisciplinaria Perspectivas Globales, Portoviejo,
Manabí, Ecuador
https://orcid.org/0000-0002-7934-9103
ABSTRACT
The analysis of education policy in Latin America from a human rights perspective is important in the
context of international and regional normative frameworks that enshrine the right to education as a
fundamental pillar for the integral development of individuals. The aim of this article is to analyse
education policy in Latin America from a human rights perspective. It focused on a population of 25
scientific articles. Education policy in Latin America requires the adoption of a multidimensional
approach that integrates the protection of fundamental rights with the promotion of equity and
inclusion in education, which must be anchored in a solid normative structure and educational
management practices that are not only reactive but also proactive in the face of contemporary
challenges, such as structural inequality and emerging crises.
Descriptors: human rights; education policy; right to education (Source: UNESCO Thesaurus).
RESUMEN
El análisis de la política educativa en Latinoamérica, desde una perspectiva de derechos humanos,
reviste una importancia importante en el contexto de los marcos normativos internacionales y
regionales que consagran el derecho a la educación como un pilar fundamental para el desarrollo
integral de las personas. El objetivo de este artículo es analizar la política educativa en Latinoamérica
desde una perspectiva de los derechos humanos. Se centró en una población de 25 artículos
científicos. La política educativa en Latinoamérica exige la adopción de un enfoque multidimensional
que integre la protección de derechos fundamentales con la promoción de la equidad y la inclusión
en la educación, el cual debe estar anclado en una sólida estructura normativa y en prácticas de
gestión educativa que no solo sean reactivas, sino también proactivas frente a los desafíos
contemporáneos, como la desigualdad estructural y las crisis emergentes.
Descriptores: derechos humanos; política educacional; derecho a la educación. (Fuente: Tesauro
UNESCO).
Received: 03/07/2024. Revised: 12/07/2024. Approved: 16/07/2024. Published: 01/09/2024.
Research articles section
Verdad y Derecho
Revista Arbitrada de Ciencias Jurídicas y Sociales
Vol. 3(3), 1-16, 2024
Política educativa en Latinoamérica desde una perspectiva de los derechos humanos
Education policy in Latin America from a human rights perspective
Julio Juvenal Aldana-Zavala
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INTRODUCTION
The analysis of education policy in Latin America from a human rights perspective
is important in the context of international and regional normative frameworks that
enshrine the right to education as a fundamental pillar for the integral development
of individuals and societies. The region, characterised by its cultural, social and
economic diversity, faces significant challenges in implementing education policies
that truly comply with the standards established by international human rights
treaties, such as the American Convention on Human Rights and the International
Covenant on Economic, Social and Cultural Rights (Aldana-Zavala & Isea-Argüelles,
2024).
Despite the efforts made, education policy in Latin America is at a crossroads: on
the one hand, there is progress in formalising rights in legal texts and adopting
inclusive policies; on the other hand, deep gaps in educational equity persist,
aggravated by factors such as socio-economic inequality, ethnic and gender
discrimination, and lack of access to quality educational resources (Monar-
Matamoros et al., 2022; Irrazabal-Bohórquez et al., 2023). These disparities not
only violate the right to education, but also perpetuate social exclusion and limit
development opportunities, in contravention of the principles of equality and non-
discrimination that underlie the human rights framework.
This research delves into this complexity, exploring how education policies in the
region have been conceptualised and implemented, and to what extent they have
succeeded in promoting and protecting the human rights of students, especially
those belonging to vulnerable groups. A critical review of the existing literature
reveals that, although there is a growing recognition of the need to integrate a
human rights approach into education policies, the translation of this recognition
into effective and equitable practices is still a pending challenge (Bravo-Valenzuela
& Herrera-Fernández, 2020; Castellanos-Ramírez & Carrasco, 2022).
In particular, the COVID-19 pandemic has highlighted the structural weaknesses of
education systems in Latin America, exacerbating existing inequalities and
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Revista Arbitrada de Ciencias Jurídicas y Sociales
Vol. 3(3), 1-16, 2024
Política educativa en Latinoamérica desde una perspectiva de los derechos humanos
Education policy in Latin America from a human rights perspective
Julio Juvenal Aldana-Zavala
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highlighting the urgency of developing resilient education policies that can
guarantee the right to education in times of crisis (Ortiz-Portocarrero et al., 2023;
Villagómez & Llanos-Erazo, 2020). This conjuncture raises fundamental questions
about the capacity of education policies to adapt to adverse contexts without
sacrificing the principles of equity and educational quality.
The aim of this article is to analyse education policy in Latin America from a human
rights perspective.
METHOD
The current research was carried out using a descriptive documentary methodology,
based on a bibliographic design that allowed for an analysis of education policy in
Latin America from a human rights perspective. The research focused on a
population of 25 articles selected for their relevance and theoretical contribution to
the field of education law (Table 1). These articles were extracted from specialised
academic journals and recognised databases, guaranteeing the quality and
relevance of the sources.
Table 1. Documentary population.
REFERENCE
MAIN THEME
METHOD
INDEXED DATABASE
Aldana-Zavala, J. J., &
Isea-Argüelles, J. J.
(2024)
Education and human
rights in the migrant
population
Documentary analysis
Latindex
Aldana-Zavala, J. J.,
Isea-Argüelles, J. J.,
Rodríguez-Partidas, N.
J., & Estupiñán-
Ricardo, J. (2023)
Inclusion and
curriculum
development in
inclusive education
Qualitative analysis
DOAJ
Bravo-Valenzuela, P.
A., & Herrera-
Fernández, V. M.
(2020)
Education policy and
the meanings of
teaching in Chile
Case study
SciELO
Calics-Salcedo, L. P.
(2023)
Educational public
policies in Colombia
Theoretical review
Latindex
Camacho-Calvo, S.
(2023)
Influence of global
education policies in
Costa Rica
Comparative analysis
Scopus
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Vol. 3(3), 1-16, 2024
Política educativa en Latinoamérica desde una perspectiva de los derechos humanos
Education policy in Latin America from a human rights perspective
Julio Juvenal Aldana-Zavala
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Castellanos-Ramírez,
J. C., & Carrasco, S. A.
N. (2022)
Challenges of higher
education in Mexico
Public policy analysis
Redalyc
Cedillo-Preciado, S. P.,
& Rivadeneira-
Rodríguez, E. M.
(2020)
Citizen participation in
education
management
Qualitative research
DOAJ
Espino-Martínez, E. L.,
Gamboa Purihuaman,
S. C., & Murillo
Soriano, J. R. (2024)
Policies and social
responsibility in Peru
Case study
Scopus
Flores-Crespo, P.
(2011)
Analysis of education
policy in Mexico
Critical review
Redalyc
Gil-Osuna, B. (2024)
Right to education in
times of crisis
Theoretical study
Latindex
Grinberg, S., &
Giovine, R. (2020)
Education policies and
territories
Qualitative research
Latindex
Irrazabal-Bohórquez,
A. T., Esteves-Fajardo,
Z. I., Chenet-Zuta, M.
E., & Melgar-Ojeda, K.
A. (2023)
Inclusive education
from the Ecuadorian
episteme
Qualitative analysis
DOAJ
Llanos-Chuquipa, E. N.
(2023)
Citizen participation in
public education
Qualitative research
DOAJ
Molina-Hernández, L.
V. (2024)
Educational innovation
and collective
knowledge
construction
Documentary review
Latindex
Monar-Matamoros, N.
M., Monar-Matamoros,
W. J., García-Bautista,
S. S., & Calderón-
Proaño, R. S. (2022)
Public policies in
education and human
rights
Critical review
DOAJ
Nin, M. C., & Lorda, M.
A. (2019)
Memory and human
rights education
Qualitative analysis
Latindex
Ortiz-Portocarrero, A.,
Egúsquiza-Loayza, R.,
& Iguiñiz-Echeverría,
M. (2023)
Education policies in
Peru during the
pandemic
Public policy analysis
DOAJ
Paz-Maldonado, E. J.
(2018)
Impact of education
policies on
communities
Qualitative research
Scopus
Pita-Torres, B. A.
(2020)
Education
management and
public policy
Critical analysis
Redalyc
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Vol. 3(3), 1-16, 2024
Política educativa en Latinoamérica desde una perspectiva de los derechos humanos
Education policy in Latin America from a human rights perspective
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Puertas, J. M., & Ortiz
Jiménez, L. (2021)
Post-pandemic
education policies
Comparative analysis
Latindex
Ramírez-Silván, C., &
Aquino Zúñiga, S. P.
(2019).
Influence of
international
organisations on
teacher
professionalisation in
Mexico
Critical review
REDIECH
Ríos-Cabrera, P., &
Ruiz-Bolívar, C.
(2020)
Educational innovation
in Latin America
Theoretical review
Scopus
Torres-Bernal, R. G.,
Mejía-Campó, N., &
Huayta-Franco, Y. J.
(2024)
Challenges of public
education policies in
Latin America
Systematic review
Latindex
Toscanini-Segale, M.,
Aguilar-Guzmán, A., &
García-Sánchez, R.
(2016).
Diagnosis of public
policies in higher
education in Ecuador
Public policy analysis
Scielo
Villagómez R., M. S., &
Llanos-Erazo, D.
(2020)
Education policy and
curriculum in the 2020
health emergency
Public policy analysis
Redalyc
Source: Own elaboration.
The analytical method was used to break down and critically examine the
educational policies described in the selected articles, with the aim of identifying
patterns, trends and challenges in the implementation of human rights in the field
of education, using the technique of legal analysis of documents, which allowed for
a rigorous interpretation of the normative frameworks and educational practices
observed in the different Latin American contexts.
A literature review was conducted to contextualise the study. The articles were then
read and coded, identifying the main categories of analysis: i) human rights and
education, ii) inclusion and diversity in education, iii) innovation and educational
management, iv) educational policies in crisis contexts, v) citizen participation in
education, vi) challenges in higher education, vii) challenges in higher education,
viii) education and historical memory, ix) evaluation of educational policies.
ANALYSIS OF THE RESULTS
Based on the literature review, the findings of the research are presented:
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Vol. 3(3), 1-16, 2024
Política educativa en Latinoamérica desde una perspectiva de los derechos humanos
Education policy in Latin America from a human rights perspective
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Table 2. Education policies in Latin America.
DOCUMENTARY CATEGORY
REFERENCE
ABSTRACT
Human rights and education
Aldana-Zavala, J. J., & Isea-
Argüelles, J. J. (2024)
It analyses how education can
be a vehicle for the protection
of human rights in the migrant
population.
Monar-Matamoros, N. M.,
Monar-Matamoros, W. J.,
García-Bautista, S. S., &
Calderón-Proaño, R. S. (2022)
Examines public policies
focused on the integration of
human rights within the
educational framework.
Nin, M. C., & Lorda, M. A.
(2019)
It studies how education
policies promote education in
historical memory and human
rights.
Ramírez-Silván, C., & Aquino
Zúñiga, S. P. (2019).
It explores the influence of
international bodies on teacher
professionalisation within the
education system.
Inclusion and diversity in
education
Aldana-Zavala, J. J., Isea-
Argüelles, J. J., Rodríguez-
Partidas, N. J., & Estupiñán-
Ricardo, J. (2023)
Discusses the need for an
inclusive curriculum that
responds to the needs of
quality education for migrants.
Irrazabal-Bohórquez, A. T.,
Esteves-Fajardo, Z. I., Chenet-
Zuta, M. E., & Melgar-Ojeda, K.
A. (2023)
It addresses educational
inclusion from an Ecuadorian
perspective, analysing its
integration into teaching
practice.
Innovation and educational
management
Ríos-Cabrera, P., & Ruiz-
Bolívar, C. (2020)
It proposes guidelines for the
formulation of public policies
to promote educational
innovation in Latin America.
Molina-Hernández, L. V.
(2024)
It explores the relationship
between educational
innovation and collaborative
spaces for the re-signification
of knowledge.
Pita-Torres, B. A. (2020)
Analyses educational
management in the process of
formulating and implementing
educational policies.
Grinberg, S., & Giovine, R.
(2020)
It investigates the relationship
between education policies
and the territories in which
they are implemented,
highlighting inequalities.
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Vol. 3(3), 1-16, 2024
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Education policy in Latin America from a human rights perspective
Julio Juvenal Aldana-Zavala
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Torres-Bernal, R. G., Mejía-
Campó, N., & Huayta-Franco,
Y. J. (2024)
It offers a systematic review of
the problems and challenges of
public education policies in
Latin America.
Education policies in crisis
contexts
Ortiz-Portocarrero, A.,
Egúsquiza-Loayza, R., &
Iguiñiz-Echeverría, M. (2023)
It studies the impact of the
COVID-19 pandemic on
Peruvian education policies
and their adaptation to the
challenges imposed.
Villagómez R., M. S., & Llanos-
Erazo, D. (2020)
Examines how the 2020 health
emergency influenced the
formulation of education and
curriculum policies.
Gil-Osuna, B. (2024)
It analyses the right to
education in times of crisis,
focusing on the policy and
educational responses needed.
Citizen participation in
education
Cedillo-Preciado, S. P., &
Rivadeneira-Rodríguez, E. M.
(2020)
Discusses the role of
citizenship in the management
and development of education
policy.
Llanos-Chuquipa, E. N. (2023)
It addresses the importance of
citizen participation in the
construction and monitoring of
education policies.
Espino-Martínez, E. L., Gamboa
Purihuaman, S. C., & Murillo
Soriano, J. R. (2024)
It studies how education
policies in Peru relate to social
responsibility within the
education system.
Challenges and challenges in
higher education
Castellanos-Ramírez, J. C., &
Carrasco, S. A. N. (2022)
Analyses the challenges in
higher education coverage in
Mexico during the presidential
administration 2018-2024.
Toscanini-Segale, M., Aguilar-
Guzmán, A., & García-Sánchez,
R. (2016).
It offers a diagnosis of public
policies on higher education in
Ecuador, evaluating their
effectiveness.
Public policies and their social
impact
Paz-Maldonado, E. J. (2018)
It examines the impact of
education policies on
communities, highlighting the
social and economic effects.
Camacho-Calvo, S. (2023)
It studies the influence of
global education policies on
national processes, with a
specific case in Costa Rica.
Education and historical
memory
Bravo-Valenzuela, P. A., &
Herrera-Fernández, V. M.
(2020)
Analyses the meaning of the
teachers regarding the PACE
Programme in Chile and its
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influence on memory and
human rights.
Puertas, J. M., & Ortiz Jiménez,
L. (2021)
Evaluates education policies
implemented after the
pandemic, with a focus on
historical memory in education.
Evaluation of education
policies
Flores-Crespo, P. (2011)
It presents a critical analysis of
the evaluation of educational
policies in Mexico, proposing
new methodological
approaches.
Calics-Salcedo, L. P. (2023)
Reflects on public education
policies in Colombia and their
theoretical basis, highlighting
the need for constant revision.
Source: Own elaboration.
Table 2 presents the documentary categories derived from the documentary analysis
of the 25 scientific articles used in the current research, which are described below:
Human rights and education
Analysis of education policy in Latin America from a human rights perspective
reveals a significant trend towards the integration of fundamental rights into
education systems in the region. Studies by (Aldana-Zavala & Isea-Argüelles, 2024),
as well as (Monar-Matamoros et al. 2022), highlight the importance of education as
a means to protect and promote human rights, especially in vulnerable populations,
such as migrants. On the other hand, (Nin & Lorda, 2019) stress the need for
education that promotes historical memory and human rights, reinforcing the idea
that the education system should be a space for the construction of critical
citizenship that is aware of its history.
However, (Ramírez-Silván & Aquino Zúñiga, 2019) argue that although there is
formal recognition of these rights in education policies, their effective
implementation is often hampered by the influence of international bodies and a
lack of adequate resources. This suggests that while there is progress in
mainstreaming human rights in education, significant challenges remain for their full
realisation in everyday educational practice.
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Política educativa en Latinoamérica desde una perspectiva de los derechos humanos
Education policy in Latin America from a human rights perspective
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Inclusion and diversity in education
Inclusion and diversity are crucial issues in Latin American education policy, with a
growing focus on creating curricula that respond to the needs of all students,
regardless of their origin or socio-economic status. In this vein, (Aldana-Zavala et
al. 2023) highlight the importance of developing inclusive curricula that enable
quality education for migrant populations, which is essential in a region
characterised by significant migratory movements.
Likewise, (Irrazabal-Bohórquez et al. 2023) address inclusion from an Ecuadorian
perspective, highlighting the need to adapt education policies to address the
cultural and social diversity present in the region. This research suggests that,
although notable efforts have been made to promote inclusion, more robust policies
adapted to local realities are still required to ensure that all students have access
to equitable and quality education.
Innovation and educational management
In the field of educational innovation and management, there is an effort to
modernise and adapt education systems to contemporary demands. In this area,
(Ríos-Cabrera & Ruiz-Bolívar, 2020) propose guidelines for the formulation of
policies that foster educational innovation, a crucial aspect for responding to current
challenges, such as globalisation and new technologies.
In addition, (Molina-Hernández, 2024) and (Pita-Torres, 2020) agree that
educational management should focus on the creation of collaborative learning
spaces that allow the re-signification of knowledge, adapting it to the needs of the
context. However, (Grinberg & Giovine, 2020) warn that the implementation of
innovative policies must consider territorial inequalities, which can exacerbate
educational gaps instead of closing them. Thus, innovation in education policy must
be contextualised and equitable, ensuring that all students benefit from these
transformations.
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Education policy in Latin America from a human rights perspective
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Education policies in crisis contexts
The impact of crises such as the COVID-19 pandemic on education policies in the
region has been profound (Ortiz-Portocarrero et al. 2023) and (Villagómez &
Llanos-Erazo, 2020) examine how education policies had to adapt quickly to new
realities, with measures such as distance education and curriculum flexibilisation.
While these policies allowed for educational continuity, they also revealed profound
inequalities in access to education, exacerbated by the lack of technological
infrastructure and teacher preparation.
Consequently, (Gil-Osuna, 2024) emphasises the importance of guaranteeing the
right to education even in times of crisis, noting that education policies must be
resilient and able to adapt to emergency situations without sacrificing educational
quality. This analysis highlights the need for education policies in Latin America not
only to respond to crises in a reactive manner, but also to develop preventive and
adaptive strategies that strengthen the education system as a whole.
Citizen participation in education
Citizen participation is an essential component in the formulation and management
of education policies, according to (Cedillo-Preciado & Rivadeneira-Rodríguez,
2020). The inclusion of the community's voice in educational decision-making
ensures that policies respond to the real needs of the population and promotes
greater social commitment to education. In addition, (Llanos-Chuquipa, 2023) and
(Espino-Martínez et al. 2024) suggest that greater citizen participation could
improve the implementation of education policies by strengthening transparency
and accountability. However, these studies also caution that citizen participation
must be structured and effective, avoiding superficiality and ensuring that it actually
influences policy decisions.
Challenges and challenges in higher education
In the field of higher education, (Castellanos-Ramírez & Carrasco, 2022) identify
significant challenges, such as educational coverage, which remains limited in many
areas of Latin America. Despite efforts to expand access to higher education,
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economic and social barriers persist that prevent large sectors of the population
from accessing this level of education. Consequently, (Toscanini-Segale et al. 2016)
highlight the need for a more precise diagnosis of education policies to identify
areas that require greater attention, such as equity in access and the quality of
education offered. These studies suggest that education policy in higher education
should focus on removing structural barriers that perpetuate inequality and ensuring
that all students have equal opportunities for academic success.
Public policies and their social impact
The impact of education policies on society is a recurrent theme in the literature
reviewed (Paz-Maldonado, 2018) and (Camacho-Calvo, 2023) stress that education
policies not only affect the education system, but also have significant implications
for the social and economic development of communities. This research indicates
that education policies should be designed not only to improve educational
outcomes, but also to contribute to the comprehensive development of society.
Education and historical memory
The analysis of education in relation to historical memory, as observed in the works
of (Bravo-Valenzuela & Herrera-Fernández, 2020) and (Puertas & Ortiz Jiménez,
2021), highlights the importance of integrating historical memory into the
educational curriculum. This integration is seen as fundamental for the construction
of an informed citizenry committed to the defence of human rights. However, these
studies also point out that, despite the efforts made, historical memory education
still faces significant challenges, such as political and social resistance, which limit
its effective implementation.
Education policy in Latin America from a human rights perspective
Education policy in Latin America, from a human rights perspective, should be
understood as a dynamic process that seeks to guarantee not only universal access
to education, but also its quality and equity, in a context characterised by profound
socio-economic and cultural inequalities.
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First, it is essential to recognise that education is a fundamental human right,
intrinsically linked to the dignity of the person and to the realisation of other rights.
Article 26 of the American Convention on Human Rights recognises the right to
education as part of economic, social and cultural rights, and obliges states to take
progressive measures towards its full realisation. This normative framework has
been interpreted and applied in various national contexts, albeit with varying
degrees of success and commitment by Latin American states (Aldana-Zavala & Isea-
Argüelles, 2024; Monar-Matamoros et al., 2022).
From this perspective, education policy should be seen not only as an instrument
for the transmission of knowledge, but also as a means for the promotion of social
justice and equality. This implies a commitment to the inclusion of historically
marginalised groups, such as indigenous populations, Afro-descendants, and
people in situations of human mobility, who have been subject to systematic
exclusion in traditional education systems (Aldana-Zavala et al., 2023; Irrazabal-
Bohórquez et al., 2023). The construction of a curriculum that reflects respect for
the cultural and linguistic diversity of the region is, therefore, an unavoidable
imperative.
Education policy analysis in Latin America must also address the issue of educational
innovation and management as key elements for the realisation of the right to
education. In this sense, the ability of education systems to adapt to contemporary
challenges, such as globalisation and digitalisation, is crucial. However, this
adaptation must be done in a way that does not exacerbate existing inequalities,
but rather contributes to their reduction (Ríos-Cabrera & Ruiz-Bolívar, 2020; Molina-
Hernández, 2024). Educational management, therefore, should not only focus on
administrative efficiency, but also on the creation of pedagogical spaces that foster
democratic participation and critical thinking, essential aspects for the development
of an active citizenship committed to human rights.
It is also crucial to consider how education policies respond to crisis contexts, such
as the COVID-19 pandemic, which has revealed and amplified structural inequalities
in the region (Ortiz-Portocarrero et al., 2023; Villagómez & Llanos-Erazo, 2020).
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Responses to this crisis have demonstrated the need for resilient education policies
capable of guaranteeing the continuity of the right to education in emergency
situations, and these policies need to be based on principles of equity, ensuring
that all students, regardless of their socio-economic situation, have access to the
necessary resources to continue their education in times of crisis (Gil-Osuna, 2024).
Citizen participation emerges as another fundamental pillar in the analysis of
education policy from a human rights perspective. The active inclusion of the
community in the formulation and monitoring of education policies is essential to
ensure that they reflect the needs and aspirations of the population. However, this
participation must be structured and effective, avoiding falling into superficial
practices that do not really influence policy decisions (Cedillo-Preciado &
Rivadeneira-Rodríguez, 2020; Llanos-Chuquipa, 2023). Citizen participation not
only strengthens the legitimacy of education policies, but also promotes
accountability and transparency in their implementation.
In the area of higher education, education policy must address the challenges
related to coverage and quality. Although significant efforts have been made to
expand access to higher education in the region, economic and social barriers
persist that prevent large sectors of the population from accessing this level of
education (Castellanos-Ramírez & Carrasco, 2022; Toscanini-Segale et al., 2016).
Overcoming these barriers requires an education policy that not only focuses on
increasing coverage, but also guarantees the quality of the education offered,
ensuring that all students have the same opportunities for academic success.
Finally, it is necessary to reflect on the social impact of education policies in the
region. These policies not only have direct implications for the education system,
but also influence the social and economic development of communities. Education,
as a human right, should be an engine of social transformation, capable of breaking
cycles of poverty and exclusion (Paz-Maldonado, 2018; Camacho-Calvo, 2023).
Therefore, the integration of historical memory into educational curricula is essential
for the construction of an informed citizenry committed to the defence of human
Verdad y Derecho
Revista Arbitrada de Ciencias Jurídicas y Sociales
Vol. 3(3), 1-16, 2024
Política educativa en Latinoamérica desde una perspectiva de los derechos humanos
Education policy in Latin America from a human rights perspective
Julio Juvenal Aldana-Zavala
14
rights (Bravo-Valenzuela & Herrera-Fernández, 2020; Puertas & Ortiz Jiménez,
2021).
CONCLUSIONS
Education policy in Latin America, assessed from a legal perspective centred on
human rights, requires the adoption of a multidimensional approach that integrates
the protection of fundamental rights with the promotion of equity and inclusion in
education, which must be anchored in a solid normative structure and educational
management practices that are not only reactive but also proactive in the face of
contemporary challenges, such as structural inequality and emerging crises. The
resilience of the education system, articulated with a legal framework that
guarantees the effective participation of citizens, is essential to consolidate an
educational model that not only complies with international human rights
obligations, but also enhances the formation of a critical, informed and socially
responsible citizenry.
FUNDING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with persons or institutions involved in research.
ACKNOWLEDGEMENTS
To the teachers and professors who focus on providing a quality and civic education.
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