La investigación formativa como estrategia metodológica para el abordaje de los derechos fundamentales: De la teoría a la experiencia práctica

Estefanía Esparza Reyes; Soledad Morales-Trapp

doi:10.5354/0719-5885.2021.57078

Call to publish scientific articles that will be received between June 20 and November 20, 2019, referring to:

University Pedagogy: With topics such as public policies in higher education, legislative system and reforms, academic programs, comparative policies, massification processes, quality assurance, legal professions, and others in higher education as a general field, referring to the Chilean and international context .

Didactics of Law: With topics whose centrality is related to processes of innovation, learning, curriculum, innovations, teaching experiences, students and teachers characterization , among others in legal education in the Chilean and international context.

Ethical and citation standards (Chicago-deusto) must be taken care of, in addition to the originality of the research or innovation.

Formative research as a methodological strategy of human rights

Authors

Estefanía Esparza Reyes Universidad de la Frontera http://orcid.org/0000-0003-3374-2660
Soledad Morales-Trapp Universidad de la Frontera http://orcid.org/0000-0002-9648-8316

Vol. 8 No. 1 (2021)

https://doi.org/10.5354/0719-5885.2021.57078

Abstract

The purpose of this work is to show the convenience of formative research as a learning tool of human rights. With this purpose, first it describes the most extensive way to teach those rights which consists preferably in a memoristic methodology. Then, formative research is examined describing its main features and its connection with student-centered paradigm of education. Afterwards, the results of a perception study about the use of formative research in the learning process of human rights in Law students of La Frontera University are analyzed. Finally, as a conclusion some reflections about the strengths and challenges of this methodological strategy are made.

Keywords:

Formative research, law education, human rights, human rights teaching, fundamental rights teaching

Author Biographies

Estefanía Esparza Reyes, Universidad de la Frontera

Estefanía Esparza-Reyes is an attorney with a PhD in Constitutional Law. She is also a professor of Constitutional Law; Political and Constitutional Theory; and Antidiscrimination Law. She is also an academic at the Department of Legal Sciences of the Universidad de La Frontera, located in Temuco, Chile. Finally, she is a member of the Center for Research on International Challenges (CIDI).

E-mail: estefania.esparza@ufrontera.cl

https://orcid.org/0000-0003-3374-2660

Soledad Morales-Trapp, Universidad de la Frontera

Soledad Morales-Trapp es abogada, magíster en Ciencias Sociales Aplicadas y estudiante de doctorado en Estado de Derecho y Gobernanza. Además, es profesora de Derecho Procesal y académica de la Escuela de Derecho de la Universidad de La Frontera, ubicada en Temuco, Chile. Su correo electrónico es soledad.morales@ufrontera.cl. https://orcid.org/0000-0002-9648-8316

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How to Cite

Esparza Reyes, E., & Morales-Trapp, S. (2021). Formative research as a methodological strategy of human rights: From theory to practical experience. Revista Pedagogía Universitaria Y Didáctica Del Derecho, 8(1), 241–262. https://doi.org/10.5354/0719-5885.2021.57078