Experiences of Situated Learning for the Appropriation of the Human Right to Development

Abstract

In this article, I explore situated teaching and learning strategies that facilitate the dissemination and promotion of human rights. These strategies were used mainly in villages and rural indigenous communities in the Huasteca Region of Veracruz. These pedagogical practices are supplied with approaches of interculturality and human rights to encourage dialogues of reflection, analysis and appropriation of the human rights, substantially, the human right to development. This crystallizes in the access and full enjoyment of a dignified life, highlighting the community’s own perspective about meaning and sense of development.