Human rights teaching in the law degree at the National University of the East (2024): a critical analysis

Abstract

This study analyzed the teaching of human rights in the Law program at the National University of the East in 2024, in the absence of empirical evidence regarding its implementation in pedagogical practices. A qualitative approach and a phenomenological-hermeneutic design were adopted, and a case study was conducted through in-depth interviews with five intentionally selected professors. The findings reveal a non-systematic incorporation of human rights, dependent on professors’ initiative, suggesting unequal training for students. Although various innovative practices were identified, such as case analysis, the predominance of the expository model indicates the persistence of traditional approaches that limit critical thinking. Furthermore, the incipient interdisciplinarity suggests the absence of consolidated curricular integration. The study concludes that a gap persists between the transformative ideal of human rights education and the observed practices, highlighting the need for curricular redesign and the strengthening of higher education teacher training.