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Gabriela Prado Prado, Cory Duarte Hidalgo, Rodrigo Cardozo Pozo y Paulina Moscoso Jorquera

Facultad de Derecho - Universidad de Valparaíso - Chile

While most students recognize the existence of human rights violations in the country, only a small percentage report having advanced knowledge on the subject. Consistently, more than half of the respondents rated their training in human rights as insufficient, highlighting weaknesses in curri-cular mainstreaming. Although there is sensitivity to issues such as gender, Indigenous peoples, and migration, these are not systematically integrated through active pedagogies or a coherent institutional culture.

From a critical perspective, the study contends that HRE in legal educa-tion must integrate the cognitive, attitudinal, and transformative dimensions of learning. The research suggests that the disconnect between institutional discourse and student experience limits the transformative potential of HRE as a tool for social justice. It concludes that it is imperative to implement a situated, ethical, and committed pedagogical model that recognizes territorial specificities and strengthens the training of legal professionals as agents of democratic transformation.

Keywords:

Human Rights, Human Rights Education, Legal education, Curricular mainstreaming, Public university.

1. INTRODUCCIÓN

La formación en Derechos Humanos (en adelante DD.HH.) constituye una pieza clave para el fortalecimiento de la democracia, ya que promueve valores, principios y prácticas fundamentales para la convivencia social y la realización efectiva de derechos y libertades fundamentales. La democracia, entendida no sólo como un sistema político sino también como una cultura de respeto, pluralidad y participación, requiere ciudadanos y ciudadanas formados en una comprensión profunda y crítica de los DD.HH. Estos de-rechos actúan como fundamento ético y normativo que garantiza tanto la