Education and Human Rights

 Education and Human Rights

It is widely accepted that the world is undergoing a profound changing process. More than an era of changes we are perhaps living a change of era. There is many debate and theoretical production on different fields, each one trying to bring into the light a possible explanation for the global crisis. As never before, there is the consciousness that the problem has many readings and is evoking an interdisciplinary approach.

Over the last 60 years the world has reached an enormous progress leading to a concept of development based on economic growth. If on one hand this economic growth has provided a part of the world population with wealth, well being, health and education, on the other hand a significant part has been excluded of these achievements, dividing the world in developed countries and underdeveloped countries.

At first sight the “glorious 30 years” brought an unquestionable number of opportunities but a more profound reflection, especially over human development, shows a model full of contradictions. When put into balance, this model shows that there are as many advances as injustices. Underdeveloped countries were unable to reach a reasonable development suffering problems that had already been tackled in developed countries. Meanwhile in developed countries emerged a number of new problems: environment degradation, new diseases such as HIV, degradation of the human condition at work due to the rhythm imposed by machines, social degradation and exclusion due to the dissolution of family bonds, among others.

In this broad context many are the subjects that can be taken into account. After 65 years of the Declaration of Human Rights and after long reports that showed an important work towards the resolution of many situations, the world shows that many inequities subsist and other emerged.

Many problems that contemporary societies face today are directly linked to the social organization created by the neoliberal globalization. Paradoxes such as food waste and famine seem incomprehensible, unless, of course there is a lack of power or rights in the access to these goods.

Many authors agree that education is the key issue to overcome situations of structural injustice. Education in its plural forms and understood in a humanistic and holistic perspective is the starting point to assure a sustainable development where every human being counts.

Anabela Lemos