<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962020000200219</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El uso del debate en la Educación en Derechos Humanos. Problemas, desafíos y potencialidades]]></article-title>
<article-title xml:lang="pt"><![CDATA[O uso do debate na Educação para os Direitos Humanos Problemas, desafios e potencialidades]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of debate in Human Rights Education. Problems, challenges and potentialities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez Sepúlveda]]></surname>
<given-names><![CDATA[Humberto Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>219</fpage>
<lpage>234</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962020000200219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962020000200219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962020000200219&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La escasa innovación didáctica en la enseñanza de temas relacionados con la Educación en Derechos Humanos es un problema todavía vigente en el sistema universitario chileno, el cual contribuye a obstaculizar el desarrollo de habilidades y conocimientos vinculados al pensamiento histórico y ciudadano. En este artículo se describe una experiencia didáctica-evaluativa basada en la implementación de un debate en un grupo de estudiantes de Pedagogía de una universidad chilena, con el fin de discutir en torno a la llegada de Cristóbal Colón al continente americano, a partir de la controversia que existe entre la perspectiva eurocéntrica y la postura indigenista de dicha temática. Dentro de la Educación en Derechos Humanos, es fundamental conocer esta problemática para avanzar en la conquista de una ciudadanía más comprometida y responsable, ya que tuvo un gran alcance en la conformación del eurocentrismo en América y en el posterior surgimiento del menosprecio político hacia el reconocimiento y protección de los derechos indígenas. La metodología usada es mixta y se basa en un estudio descriptivo de caso. Se utilizó la encuesta y la observación participante en las clases donde se realizó la experiencia. Se concluye que el debate generó resultados positivos en el aprendizaje del alumnado, especialmente en el desarrollo del pensamiento histórico y ciudadano y en la promoción de habilidades blandas; igualmente, se reconocieron algunos aspectos a considerar en una futura intervención, tales como el difícil acceso a fuentes primarias sobre el derecho indiano y el exceso de carga académica que afecta al alumnado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A escassa inovação didática no ensino de disciplinas relacionadas com a Educação em Direitos Humanos (EDH) é um problema ainda presente no sistema universitário chileno, o que contribui para dificultar o desenvolvimento de competências e conhecimentos ligados ao pensamento histórico e cidadão. Este artigo descreve uma experiência de avaliação didática baseada na implementação de um debate em um grupo de estudantes de Pedagogia de uma universidade chilena, a fim de discutir a chegada de Cristóvão Colombo ao continente americano, a partir da controvérsia que existe entre a perspectiva eurocêntrica e a posição indígena deste tema. Dentro da EDH, este problema é fundamental para se saber avançar na conquista de uma cidadania mais comprometida e responsável, pois teve um grande alcance na conformação do Eurocentrismo na América e na subseqüente emergência do desprezo político pelo reconhecimento e proteção dos direitos indígenas. A metodologia utilizada é mista e baseada em um estudo de caso descritivo. O inquérito e a observação dos participantes foram utilizados nas aulas em que a experiência teve lugar. Conclui-se que o debate gerou resultados positivos na aprendizagem dos alunos, especialmente no desenvolvimento do pensamento histórico e cívico e na promoção de competências transversais; da mesma forma, foram reconhecidos alguns aspectos a serem considerados numa intervenção futura, tais como o difícil acesso a fontes primárias sobre a lei indiana e a excessiva carga académica que afeta os alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The scarce didactic innovation in the teaching of subjects related to Human Rights Education is still a problem in the Chilean university system, which contributes to hindering the development of skills and knowledge linked to historical and citizen thinking. This article describes a didactic-evaluative experience based on the implementation of a debate in a group of students of Pedagogy of a Chilean university, with the purpose of discussing around the arrival of Christopher Columbus to the American continent, from the controversy that exists between the Eurocentric perspective and the indigenous position of this thematic. Within the Human Rights Education, this problematic is fundamental to know in order to advance in the conquest of a more committed and responsible citizenship, since it had a great scope in the conformation of the euro centrism in America and in the later emergence of the political scorn towards the recognition and protection of the indigenous rights. The methodology used is mixed and based on a descriptive case study. The survey and participant observation were used in the classes where the experience was conducted. It is concluded that the debate generated positive results in student learning, especially in the development of historical and citizen thinking and in the promotion of soft skills; also, some aspects to be considered in a future intervention were recognized, such as the difficult access to primary sources on Indian law and the excess of academic load that affects the students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación en Derechos Humanos]]></kwd>
<kwd lng="es"><![CDATA[formación inicial docente]]></kwd>
<kwd lng="es"><![CDATA[debate]]></kwd>
<kwd lng="es"><![CDATA[laboratorio histórico]]></kwd>
<kwd lng="es"><![CDATA[eurocentrismo]]></kwd>
<kwd lng="es"><![CDATA[derechos indígenas]]></kwd>
<kwd lng="pt"><![CDATA[Educação em direitos humanos]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial docente]]></kwd>
<kwd lng="pt"><![CDATA[debate]]></kwd>
<kwd lng="pt"><![CDATA[laboratório histórico]]></kwd>
<kwd lng="pt"><![CDATA[Eurocentrismo]]></kwd>
<kwd lng="pt"><![CDATA[direitos indígenas]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[debate]]></kwd>
<kwd lng="en"><![CDATA[historical laboratory]]></kwd>
<kwd lng="en"><![CDATA[euro centrism]]></kwd>
<kwd lng="en"><![CDATA[indigenous rights]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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