DERECHOS HUMANOS
Aprendiendo y practicando mis Derechos Humanos
A través de actividades académicas, artísticas, culturales y deportivas que fomenten el entendimiento, aprendizaje y práctica de los derechos fundamentales.
Ubicación: Querétaro.
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Programa Aprendiendo y practicando mis Derechos Humanos: mediante actividades académicas, artísticas, culturales y deportivas, fomenta el entendimiento, aprendizaje y práctica de los derechos fundamentales entre jóvenes de 14 a 18 años para que se reconozcan como sujetos activos de derechos y deberes, cuenten con información para tomar decisiones adecuadas y conozcan sus derechos civiles y políticos.
Ubicación: Querétaro.
Enseña por México is a Mexican non-profit organization whose main goal is to promote a social systemic change in Mexico through education, by recruiting diverse, outstanding graduates and professionals from a range of academic disciplines and experiences to teach in marginalized communities in a 2 year period. The current program: Fostering a Culture of Lawfulness in Mexico by learning and practicing Human Rights. Draws upon our Culture of Lawfulness branch: Legalidad por Mexico (L4M).
L4M is a program that aims to provide the youth with basic notions of culture of lawfulness and human rights, which recipients practice through different activities aimed at addressing the existing problems of illegality that they face in their schools and/or communities.
Human Rights
introduction
Youth rights
Due process
of law
Acces to public
information rights
Sexual and
reproductive rights
Introduction to human rights
General Objective: To recognize and understand the notion of “human rights”Surveys and results
Do you know which human rights you are entitled to?
At the beginning of the workshop one fourth of the group said to ignore which human rights they were entitled to. At the end of the workshop, 92% of the students reported that they already knew what human rights they had.
Do you think your human rights have ever been affected?
At the beginning of the course, more than 50% of the students said that their human rights had only been affected once; however, at the end of the course this percentage decreased and the option “my human rights have been breached more than once” increased. Regarding this, we consider that knowing in a better way their human rights arose awaress of the breaches they had suffered.
Indicate if you agree or disagree with the following: hiring someone who has a criminal record is dangerous?
We thought this result was interesting due to the fact that the percentage of students who agreed with discriminating people who have criminal records decreased. We attribute this change of opinion to the fact that once they are aware of their rights, they are also capable of showing a higher level of empathy towards other people affected by a possible discrimination. Another explanation to this can be attributed to the fact that knowing more about injustice and its victims, allowed them to be more willing to grant the benefit of the doubt to people who want to come back into society.
Youth rights
General Objective: To empower students by making them conscious about the implications of being a young person in the XXI Century. This awareness or consciousness can only be achieved by knowing the rights they are entitled to as young people. As well, we seek for the students to think and debate in order to understand how is it that the exercise or restriction of their rights impact on their daily lives.
Surveys and results
Is it difficult being a young person in mexico?
At the beginning of this workshop the majority of students considered that it was easy being a young person in Mexico, however, at the end of the workshop the result flipped. We think this occurred due to the fact that during the course they reflected on the implications of being a young person in our country and because they acquired a better conscience about the problems that youth encounters in Mexico.
in what place have you felt a greater level of discrimination?
In this graphics we can see that students consider the street as the place where they feel more discriminated. However, they say that they are also discriminated at school. This measurement helps us to identify the places where more work is needed regarding discrimination against young people. It would also be important to inquire more about discrimination in school campus and offer prevention methods.
Would you stay away from a person who told you that he or she is gay?
Although the diference among the percentages is only of 5.6%, it is important to state that the number of students who initially answered that they would stay away from a gay person increased, even though the great majority of students would not stay away from a gay person. One of the reasons that we think caused this, is that some of the students individually prefer to take distance from gay persons, although they are conscious that this implicates discrimination. These results may be used to design and implement campaigns in school to struggle against discrimination.
What right do you consider more commonly breached in your community?
The majority of the students said that the right to equality is the most breached within their community. Again, we believe that in Telesecundaria Calmecac there is a problem related to discrimination and equality.
Due process of law
General Objective: To show students several notions in order to face any eventualities that they may experiment related to due process of law. The workshop was taught from a practical perspective, situating the students as: a) persons accused of a crime during all the stages of the criminal justice process, or b) as the victims of a crime.
surveys and results
If a cop arrests you, how long may he keep you under his custody?
We thought that it was important to make clear what happens when a person is arrested arbitrarily or when he or she are submitted to a criminal process. In these graphics we can see that the majority of students believe that in case of an arrest the police may hold them up to 72 hours. Nonetheless, once the workshop ended, 32.5% of the students answered that they could only be held “the necessary time” since the moment of the arrest until they are turned into the corresponding public prosecutor’s office.
Do you know what is a public prosecutor?
In these graphics we can see that initially only a 52.4% knew what was a public prosecutor, however, at the end of the workshop this percentage increased to 82.5% of students who now know what is a public prosecutor and its powers.
if you are beaten or mistreated at home to what institutions may you ask for support?
In the graphics above we can observe an increase in the percentage of students that recognize the System for the Integral Protection of the Family (DIF for its initials in Spanish) as an institution specialized in providing support, which is very important in cases involving domestic violence.
What is the function of a mexican consulate office?
We are aware that in Colón a great number of men immigrate illegally to the United States, this is why we thought important to discuss the functions of the consulate offices. In this graphics we can notice that at the end of the workshop 71% of the students knew what is the function of a consulate office. At the beginning of the workshop 46% knew what was a consulate.
Access to public information right
General Objective: To identify the basic concepts about the right of access to information and to exercise it in a remote manner, through electronic information requests and to learn how to protect personal information in Facebook.
surveys and results
When you listen the words “right of access to information” you think that:
At the beginning of the workshop only 50% of the students knew that the right of access to information was the right of every person to know public information without explaining why he or she need the requested information, however, at the end of the course 81% knew about this right.
Do you know what is the difference between public information and reserved information?
In this graphic we can see how at the end of the sessions regarding this subject the percentage flipped. initially, 80% of the students did not know the difference between public information and reserved information, however, at the end of the workshop 81% of them already knew the difference. We were able to verify this during the discussion of this topic.
It is possible to request public information to the government without disclosing my name?
Regarding this question, we can verify that at the end of the course 90% of the participants knew that they could request public information to the government without disclosing their name, due to the fact that it is a human right, therefore the government is bound to guarantee it without the existence of a specific damage against the person who requests information.
Sexual and reproductive right
General Objective: To know and exercise sexual and reproductive rights, as well as the minimal tools regarding self-care.
surveys and results
what is the difference between sex and gender?
At the beginning of the workshop the students were not able to determine the differences between sex and gender, however, at the end 81.3% of them answered b) as the correct answer, due to the fact that thanks to what they learned in the workshop they were able to distinguish both concepts.
Do you know which are your sexual and reproductive rights?
At the beginning of the course we could see that the majority of students did not know their sexual and reproductive rights, however, at the end the results flipped and only 12.5% stated to ignore their rights regarding this subject.
Mention which sexual and reproductive rights you know
We can see that at the beginning of the course, the students answered vaguely and mentioned human rights in general. At the end of the course their answers were more precise and related to sexual and reproductive rights.
