Is there an Affiliation between Higher Education and the Construction of a More Just Society Model/that Respects Human Rights? View PDF

*Noelia S Trupa
Catedra De Sociologia De La Salud, The Universidad Del Salvador, University Of Buenos Aires, Argentina

*Corresponding Author:
Noelia S Trupa
Catedra De Sociologia De La Salud, The Universidad Del Salvador, University Of Buenos Aires, Argentina

Published on: 2023-01-25


In this article, we start with two questions, that enable us to rethink educational practices and learning processes in higher education. And more specifically in the undergraduate training of medical professionals. We ask ourselves then, what (is) to teach? And what to teach? ... far from answering these questions, we seek to open new ones.
The field of cultural pedagogical invites us to think of education and pedagogy as praxis, as an action, from our place, from our practices as concrete, historical subjects, with power (s) to transform and dream new worlds.


Human Rights; Diversity; Higher Education


The commitment is to recover and value the affective and supportive links that are committed to an education that respects socio-cultural diversity and recognizes others in all their diversity. It is a commitment to a pedagogy that recovers the value of sharing stories and experiences. Education, pedagogical practices, and therefore the university are sustained in beliefs, ideologies, and values that guide them, which have changed throughout history, leading to the coexistence of different cultural projects and inheritances, with the most diverse didactic and pedagogical objectives and proposals. We know that pedagogical relationships that occur in the privacy of the classroom are crossed by the presence of very complex and contradictory emotions, and always affect the teaching-learning process.
Unraveling the plot of that staging which is the class, will favor the pedagogical task. Learning about the possibilities and limitations derived from each pedagogical style can help humanize our tasks in the classroom. Imagining other scenarios is also interesting [1].
“Pedagogical action always tends to modify behaviors, affections, representations of students [2], builds links What is a classroom without pedagogical links?” [3].
For this work, we did an imagination exercise assuming similarities that may appear when analyzing the teacher-student relationship, with the medical-patient relationship. Even recognizing the uniqueness of each case, we allow ourselves to make generalizations.
Both the teaching and doctor profession are chosen by vocation, in most cases, and this implies that since the beginning, these professions resemble. There is altruism, among other motivations, in that choice. Before the question of why they made that choice of profession, there are many who answer: “I was born to be ...”.

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