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espanolEl articulo presenta algunos hallazgos de un estudio cuyo objetivo era develar los sentidos que adquiere para la practica pedagogica la experiencia de formacion en Derechos Humanos en el proceso de formacion inicial docente. Participaron de la investigacion seis docentes que ejercen en distintas disciplinas, mas once estudiantes de carreras de Pedagogia distribuidos en dos grupos. Para la recoleccion de informacion se utilizo la entrevista no estructurada, el grupo de discusion y la narrativa colectiva. El analisis se realizo a traves de la deteccion de los nucleos de sentido, en el marco de la aplicacion de la Sistematizacion de Experiencias. Los sentidos que emergen desencadenan procesos subjetivos e intersubjetivos, que permiten resituarse como sujetas y sujetos. Concluyendo que es necesario fortalecer la formacion docente y el accionar pedagogico con un enfoque de derechos, con el fin de movilizar un proceso humanizador orientado a re-establecer lazos sociales en y desde la multiplicidad de vulnerabilidades. EnglishThe article presents findings of a study whose objective was to unveil the meanings that the experience of training in Human Rights during the process of initial teacher training acquires for pedagogical practice. Six teachers who work in different disciplines, in addition to eleven students from pedagogy careers distributed in two groups, participated in the study. We used informal interviews, discussion groups, and collective narrative methods. The analysis was performed through the detection of nuclei of meaning, within the framework of the application of the Systematization of Experiences. The meanings that emerged triggered subjective and intersubjective processes, which allowed participants to be resituated as subjects. It is concluded that it is necessary to strengthen teacher training and pedagogical action with a human rights approach and to mobilize a humanizing process aimed at re-establishing social ties in and from the multiplicity of vulnerabilities.

estudios pedagógicos

Núcleos de sentido que emergen desde la experiencia de Formación en Derechos Humanos en docentes en ejercicio y estudiantes de Pedagogía de una Universidad estatal de Chile