Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This article presents the forms of educational support for students with disabilities or educational needs in the university environment, and their implications for these students’ professional training, according to results obtained through the FIDA Proyecto Percepciones y realidades en la atención de las necesidades educativas: propuesta de desarrollo profesional y su implementación en la Universidad Nacional (código 0524-10) del año 2012 al 2015. [Project Perceptions and realities in addressing educational needs: professional development proposal, and its implementation in the Universidad Nacional) (code 0524-10) between 2012 and 2015)[. One hundred and ninety-one students participated in this study (76 men and 115 women), who were enrolled in different careers in several UNA Sites (Central, Brunca, and Chorotega), as well as 427 staff members (181 men, and 246 women). The methodology uses a qualitative approach; 15 workshops and 65 individual interviews were conducted with students to gather their observations. It was found that only some of the students receive individual assistance (during and outside classes), and occasionally tutoring (in English, Mathematics and Chemistry) by academic staff of the institution in the Central Site. For instance, more time is provided for them to take exams, during which they receive individual instructions; this is also done when they prepare research projects. One finding that stands out is that most students of UNA Regional Sites stated that their opinion is not taken into consideration by academic staff when determining and implementing adjustments in methodology or for evaluating the courses they receive. On the other hand, in the Central Site, most members of the group of students with disabilities talk with academic staff about defining at least types of adjustment or educational assistance.

The purpose of this article is to reflect on the indigenous peoples’ struggles for the rights in Costa Rica, based on an exercise of systematization of experiences. This exercise consisted in a reconstruction of the process experienced by the National Front of Peoples from 2001 until 2014, through the recovery of part of its historical memory, its trajectory, and its identity as a movement. This approach is made from a sociological perspective whose emphasis is to know the process of production and learning. This learning is intrinsic to the struggles for the defense and promotion of human rights the platform of indigenous movements has carried out. Among its conclusions, the growth of the actions is noteworthy. These actions have been carried out through the organization, sensitization, and awareness-raising on human rights of these indigenous peoples.

This article gathers the main findings of a research project the authors conducted as part of the Permanent Committee for the Defense of Human Rights on the situation of human rights defenders (HRDs) in Colombia's rural contexts. The research included the following components: interviews with organizations and institutions working on the issue of protection; the implementation of a survey of 174 HRDs from twelve departments of the country; and the implementation of seven regional workshops, with the participation of 150 defenders, where participatory methodologies for risk analysis and research were used. From the analysis of the information, it was concluded that the majority had been victims of some type of aggression by reason of their work. The risks human rights defenders face in Colombia are related with the armed conflict, but also with the struggles for land and territory. The bodies responsible for the assaults were, fundamentally, the paramilitary successors and agents of the State, especially the Army. As a result of the research, it was established that the protection in the rural contexts requires differential responses by the State; these should respond to a combination of individual and collective measures of prevention, protection, and self-protection, which have turned out to be effective from the experience of the people.

The general purpose of this article is to present the results obtained from the analysis of the institutional performance of the Human Rights Commission of the State of Puebla, Mexico, period 1993-2015, in relation with the defense and promotion of human rights in the entity. In particular, it provides evidence that shows the process of simulation when complying with the recommendations of the Commission of Puebla, in spite of the fact that the resolutions sent to the public authorities of the State are intended to reinstate the victims in the enjoyment of their violated rights. (The evidence was obtained through in-depth interviews and the analysis of data from the reports on the activities of the Commission of Puebla). This implies that the public authorities and those of the Commission generate an additional violation: preventing the effective reparation of the damage caused to the victims by the State itself, and the consequent denial of their access to justice.

This paper develops the line of thought of Miguel Baraona Cockerell, present in his book The Plot and the Threads. Capitalist Modernization and the Four Spirals of Modernity. In this book, he broadly argues that globalization, modernization, conflict and resistance are an intrinsic part of modernity. This chain of events has led to a spiral of problems which threaten the existence of mankind; problems explained in such a convincing way by the author. His criticism of the capitalist system puts in evidence the urgency for a change in mentality, a new humanism which will be implemented, as far as possible, from the confluence of social movements with a conscience leaning toward the creation of a possible world.

The review of the theoretical and critical work the Chilean researcher and essayist Hernán Vidal (1937-2015) carried out from the University of Minnesota serves as a point of support to explore a two-way process. It is a process of construction of a cultural and literary hermeneutics of human rights, anchoring the hermeneutics to rights, in order to carry out a series of contributions from the perspective of the Latin American literary and cultural studies with socio-historical orientation to the own discourse of promotion and defense of human rights in Latin America.

How and how much has the Argentine education system assumed its international commitment to teach human rights? What distances and distortions have there been between curricular requirements and pedagogical practices of schools? This article considers some conditioning nuances of human rights teaching in Argentina. For this, it develops a brief genealogical journey through the process of curricular integration of human rights as specific, controversial and multi-faceted content of the elementary and secondary education, in relation with the political debate of each moment, over the course of nearly seven decades, from 1949 to the present. In order to analyze the actual curriculum of schools, the article includes some testimonies of teachers from different regions. They share their approaches and doubts in relation with this content and the criteria for its teaching. Finally, the author reviews some risks and tensions in curricular integration modalities and public policies developed in recent years so as to include the human rights approach in the formal education system in Argentina.

Presentación de la Revista Latinoamericana de Derechos Humanos 28 (1), 2017.

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