A educação em direitos humanos como suporte às políticas antimanicomiais: história e memória / Human rights education as a support for anti-asylum policies: history and memory / La educación en derechos humanos como soporte a la política antimanicomial: historia y memoria

Resumo A política de saúde mental no Brasil se vê hoje ameaçada pelo retorno da lógica manicomial e isso constitui um risco aos usuários e familiares, pois o sujeito diagnosticado com transtorno mental deixa de usufruir plenos direitos. O objetivo deste ensaio é propor que o resgate da memória da barbárie manicomial seja parte fundamental de uma educação em direitos humanos; além disso, deveria estar presente na formação dos profissionais da área da saúde para fortalecer os movimentos sociais que dão legitimidade e força ao modelo antimanicomial. Parte-se de uma concepção crítica dos direitos humanos para argumentar que estes constituem a sedimentação histórica de lutas sociais em uma sociedade em conflito. A conclusão aponta que o usufruto do direito à saúde mental está intimamente relacionado à educação dos agentes de saúde, aos usuários e aos movimentos sociais.

Abstract The mental health policy in Brazil is threatened by the return of asylum logic and this constitutes a risk to users and family members, as the subject diagnosed with mental disorder no longer enjoys full rights. The purpose of this essay is to propose that the rescue of the memory of asylum barbarism is a fundamental part of human rights education; in addition, it should be present in the training of health professionals to strengthen social movements that give legitimacy and strength to the anti-asylum model. It starts with a critical conception of human rights to argue that they constitute the historical sedimentation of social struggles in a society in conflict. The conclusion points out that the enjoyment of the right to mental health is closely related to the education of health agents, users and social movements.

Resumen La política de la salud mental en Brasil se ve hoy amenazada por el retorno de la lógica manicomial, lo que constituye un riesgo hacia los usuarios y sus familiares, pues el sujeto diagnosticado con trastorno mental deja de usufructuar plenos derechos. El objetivo de este ensayo es proponer que el rescate de la memoria de la barbarie manicomial sea parte fundamental de la educación en derechos humanos; además de eso, debería estar presente en la formación de los profesionales del área de la salud para fortalecer los movimientos sociales que le dan legitimidad y fuerza al modelo antimanicomial. Se parte de una concepción crítica de los derechos humanos para argumentar que ellos constituyen la sedimentación histórica de las luchas sociales en una sociedad en conflicto. La conclusión apunta que el usufructo del derecho a la salud mental está íntimamente relacionado a la educación de los agentes de salud, a los usuarios y a los movimientos sociales.

Challenges in Founding and Developing Medical School Student-Run Asylum Clinics.

In response to the rapidly rising number of asylum applications, student-run asylum clinics (SRACs) designed to provide pro bono forensic medical evaluations have emerged at medical schools across the United States. Distinct from traditional student-run clinics in the services they provide and in their operational models, SRACs face a unique set of challenges. This study aims to identify the common challenges in building SRACs and to collect insights to inform a structured approach to collaborative problem-solving. This study gathered data from online surveys and semi-structured phone interviews with representative medical student SRAC leaders. 14 clinics participated in the 2017 online survey, 15 clinics in the 2018 online survey, and eight clinics in the 2018-2019 phone interviews. We identified common challenges in five areas: volunteer recruitment, clinic operations, case demand, institutional support, and leadership. SRACs stand to benefit from ongoing extramural collaborations to overcome shared challenges.

Educational Values in Human Rights Treaties: UN, European, and African International Law.

While human rights treaties provide a formidable set of principles on education and values, domestic Courts often tend to adjudicate claims in terms of local arguments for or against each particular educational practice. This article explores how international human rights law could inspire the interpretation of domestic law and educational practice, without neglecting specific cultural aspects. Firstly, the article reviews the sociological debate on values in education and shows its importance for the legal discussion. Secondly, some critical contestations of international cultural human rights are outlined, as well as certain arguments to justify the importance of this model. The study of international law follows: the UN, the European Court of Human Rights, and three relevant African Charters, as well as every reference to education made by the African Commission on Human and Peoples' Rights and by the African Court is examined. Lastly, a comparative section reveals a certain cultural commonality inspired by the UN treaties, but also reflects some cultural and institutional differences between the European and the African regional systems.

Human rights education in social studies in the Netherlands: A case study textbook analysis.

Citizenship education is one of the main aims of the mandated subject of social studies in secondary schools in the Netherlands. Moreover, the learning outcomes of social studies refer to constitutional rights. Internationally, citizenship education and human rights education are considered to be mutually reinforcing. One may, thus, expect that Dutch school textbooks include elements of human rights education. This article presents the analysis of a popular social studies textbook in the Netherlands, applying a number of human rights education criteria. The study shows that basic information on human rights is lacking, despite ample opportunity to integrate such themes. Most worrisome is the conveyance of potential misinformation about human rights due to the chosen formulation of rights-related issues. This can, in part, be traced back to the textbook authors' (mis)understanding of human rights.

Current Human Rights Education for Psychiatrists Leaves Much to Be Desired / 신경정신의학

OBJECTIVES: Human rights education programs have been implemented annually since Korea enacted human rights legislation in 2009. The purpose of this study was to investigate attitudes of Korean psychiatrists toward human rights education and assess the relevance of the provided education materials. METHODS: Questionnaires comprised of 8 items were provided to 274 psychiatrists attending the April 2015 Korean Neuropsychiatric Association seminar. In addition, 12 cases related to education material developed by the Korean National Human Rights Commission were examined to determine whether the material's content was relevant and appropriate for human rights education. RESULTS: Data from 267 psychiatrists that answered all requested questions were included in the analysis. Although respondents in general accepted the beneficial intent of human rights education, the majority of respondents (71.5%) disagreed with the mandatory 4 h of annual human rights education. Approximately half of respondents (49.4%) believed that frequency of such education should be decreased. A substantial percentage of respondents (38.7%) expressed overall dissatisfaction with the education program, and more than half of respondents (55.6%) were skeptical that the current education program could produce a real difference in attitudes toward human rights. The case reviews highlighted several problems. First, all education materials were heavily weighted toward psychiatric hospitalization legal proceedings rather than human rights. Among the 12 cases examined, four were considered inappropriate for human rights education because they were presented as if human rights abuse was synonymous with violation of a law, even if the law was ambiguous. CONCLUSION: The current human rights education program does not meet psychiatrists' expectations. The results of this study suggest there is a need to reconsider the purpose and means of providing human rights education to psychiatrists.

The Human Rights and Social Justice Scholars Program: a collaborative model for preclinical training in social medicine.

BACKGROUND: Despite the importance of the role social justice takes in medical professionalism, the need to train health professionals to address social determinants of health, and medical trainees' desire to eliminate health disparities, undergraduate medical education offers few opportunities for comprehensive training in social justice. The Human Rights and Social Justice (HRSJ) Scholars Program at the Icahn School of Medicine at Mount Sinai is a preclinical training program in social medicine consisting of 5 components: a didactic course, faculty and student mentorship, research projects in social justice, longitudinal policy and advocacy service projects, and a career seminar series. OBJECTIVES: The aim of this article is to describe the design and implementation of the HRSJ curriculum with a focus on the cornerstone of the HRSJ Scholars Program: longitudinal policy and advocacy service projects implemented in collaboration with partner organizations in East Harlem. Furthermore, we describe the results of a qualitative survey of inaugural participants, now third-year medical students, to understand how their participation in this service-learning component affected their clinical experiences and professional self-perceptions. CONCLUSION: Ultimately, through the implementation and evaluation of the HRSJ Scholars Program, we demonstrate an innovative model for social justice education; the enduring effect of service-learning experiences on participants' knowledge, skills, and attitudes; and the potential to increase community capacity for improved health through a collaborative educational model.

As possibilidades de atuação da educação de jovens e adultos para a relação intergeracional na educação em direitos humanos / The possibilities of physical education in youth and adult education for the relationship between generations in education in human rights / Las posibilidades de la educación física en la educación de jóvenes y adultos para la relación intergeneracional en la educación en derechos humanos

A intergeracionalidade nas relações sociais é parte intrínseca da constituição das sociedades e assume diferentes contornos na história da humanidade pacificando ou tensionando estas relações em vários campos como na família, na política, no Estado e na escola. A presença preponderante de uma grande população jovem no Brasil na segunda metade do século XX, nas décadas de 70 e 90 contrapõe-se às estimativas de crescente envelhecimento da população já na metade do século XXI. A reflexão apresentada neste artigo de revisão bibliográfica discute como a questão da intergeracionalidade em uma modalidade de educação marcada preponderantemente pelas diferenças etárias entre os seus sujeitos, a Educação de Jovens e Adultos, pode ser melhor compreendida e tratada dentro das dimensões da área da Educação Física, pois este campo do conhecimento, permite a discussão, análise e vivência das discrepâncias etárias de forma integral na aprendizagem corporal, tendo em vista que todas as relações de poder da sociedade assim como a estabelecida entre a hierarquia etária se realizam no corpo.

The intergenerational social relationships is an intrinsic part of the constitution of societies and assumes different contours in human history pacifying or tensing these relations in various fields such as family, politics, the state and school. The preponderant presence of a large youth population in Brazil in the second half of the twentieth century, in the 70 and 90 is opposed to the estimates already growing aging population in the mid-century. The reflections presented in this literature review paper discusses how the issue of intergenerational education modality in a marked predominantly by age differences among its subjects the Education of Youth and Adults (EYA), can be better understood and treated within the dimensions of the area of Physical Education, because this field of knowledge, allows discussion, analysis and experience of age discrepancies in whole body in learning, in order that all power relations in society as well as the established hierarchy between age take place in the body.

La intergeneracionalidad en las relaciones sociales es parte intrínseca de la constitución de las sociedades y asume diferentes contornos en la historia de la humanidad pacificando o tensando estas relaciones en varios campos, como en la familia, en la política, en el Estado y en la escuela. La presencia preponderante de una gran población joven en Brasil en la segunda mitad del siglo XX, en las décadas de los años 70 y 90 se contrapone a las estimativas de creciente envejecimiento de la población ya en la mitad del siglo XXI. La reflexión presentada en este artículo de revisión bibliográfica, discute como la cuestión de la intergeneracionalidad en una modalidad de educación marcada preponderantemente por las diferencias etarias entre sus sujetos, la Educación de Jóvenes y Adultos, puede ser mejor comprendida y tratada dentro de las dimensiones del área de la Educación Física, pues este campo del conocimiento, permite la discusión, el análisis y vivencia de las discrepancias etarias de forma integral en el aprendizaje corporal, con miras a que todas las relaciones de poder de la sociedad así como la establecida entre la jerarquía etaria se realizan en el cuerpo.

Penas e medidas alternativas: ética como caminho / Alternative penalties end measures: ethics as a way / Penas y medidas alternativas: la ética como un camino

A Vara de Execuções de Penas e Medidas Alternativas da Grande Vitória (ES) vem utilizando um Curso de Educação em Direitos Humanos como maneira de seus munícipes cumprirem penas e medidas alternativas (PMAs), com um projeto intitulado “Exercendo Cidadania”. Dessa forma, por meio de uma pesquisa-intervenção, acompanhamos o projeto, analisando como se efetuam as PMAs na região, visando conhecer as práticas existentes e os efeitos do seu cumprimento sobre os modos de vida dos beneficiários. Utilizamos, como metodologia, vivências no curso, diários de campo e entrevistas com cinco apenados. Os dados foram analisados por meio da análise arqueogenealógica. Como resultado, percebemos o curso ora como um espaço de intensa troca de experiências, no qual a ética era o elemento norteador das discussões; ora um espaço onde a moralização de comportamentos e formas de vida era priorizada, não restando espaço para a reflexão.(AU)

The Court of Criminal Enforcement and Alternative Measure from Grande Vitória (ES) has been giving a course on Human Rights Education as a way to make its citizens serve the alternative penalties and measures (APM) through a project entitled “Exercising Citizenship”. Thus, through an intervention-research, it was possible to keep up with Project, analyzing how the APMs are executed in the region, aiming to know the existing practices and the effects of the compliance on the beneficiaries’ ways of life. As a methodology, it was used the life experiences in the course, field journals and interviews with five convicted. Data was analyzed based on the archeogenealogy analysis. As a result, the course was pointed out sometimes as a space of intense experience exchanging, where ethics was the key element of discussions, and ometimes as a space where the moralization of behaviors and living ways were prioritized, without any space for reflection.(AU)

La Rama, juzgado, vara de Ejecuciones de Penas y Medidas Alternativas de la ciudad de Vitória (ES) está utilizando un curso de educación en derechos humanos para que sus ciudadanos cumplan penas y medidas alternativas (PMAs), con un proyecto intitulado “Ejerciendo Ciudadanía”. De esa forma, por medio de una investigación-intervención, acompañamos el proyecto, analizando como se efectúan las PMAs en la región, con vistas a conocer las prácticas existentes y los efectos de su cumplimiento sobre los modos de vida de los beneficiarios. Utilizamos como metodología vivencias en el curso, diarios de campo y entrevistas a cinco detenidos. Los datos fueron analizados por medio del análisis arqueogenealógico . Como resultado, vimos el curso ora como un espacio de intenso cambio de experiencias, en el que la ética era el elemento rector de las discusiones; ora como un espacio en el que la moralización de comportamientos y formas de vida eran priorizados, no quedando espacio para la reflexión.(AU)

A vueltas sobre las relaciones entre la bioética y el derecho / Às voltas com as relacões entre a bioética e o direito / Debate on the relationships between bioethics and Law

Este texto recolhe e atualiza os pontos principais do meu trabalho anterior, "La bioética como soporte al derecho para regular la biotecnología", que trata da implicação entre o Direito e a Bioética, relação que considero como de caráter intrínseco já que as contribuições de ambas análises resultam em utilidade recíproca no momento de solucionar os problemas trazidos pela biotecnologia, haja vista que as duas disciplinas compartilham uma mesma finalidade: o respeito e a promoção dos direitos humanos reconhecidos. A bioética proporciona ferramentas no momento da tomada de decisões que afetam valores e nas que são de importância especial o processo de elaboração e análise das pautas que devem reger a ação no tocante à intervenção técnica do homem sobre a própria vida e o meio no qual se desenvolve, as quais em breve serãoelevadas ao nível de normas jurídicas.

Este texto recoge y actualiza los principales puntos de mi anterior trabajo "La bioética como soporte al derecho para regular la biotecnología", que trata de la implicación entre el Derecho y la Bioética, relación que considero de carácter intrínseco ya que las aportaciones de ambos análisis resultan de utilidad recíproca a la hora de elucidar los problemas suscitados por la biotecnología, puesto que las dos disciplinas comparten una misma finalidad: el respeto y la promoción de los derechos humanos reconocidos. La bioética proporciona herramientas a la hora de la adopción de decisiones que afectan a valores y en las que resulta de especial importancia el proceso de elaboración y el análisis de las pautas que deben regir la acción en lo que se refiere a la intervención técnica del hombre sobre su propia vida y el medio en que la desarrolla, que luego serán elevadas a normas jurídicas.

This text collects and updates the major point of my previous work "La bioética como soporte al derecho para regular la biotecnología" (Bioethics as support to Law in order to regulate biotechnology) dealing with the implication between Law and Bioethics, a relationship that I consider as having a intrinsic feature since contributions from both analyses result in reciprocal use when solving problems brought in by biotechnology, in as much both subjects share the same end: respect and promotion of recognized human rights. Bioethics provide tools during decision-making that affect values and in those which are of particular importance: designing and analysis of agendas that should govern action concerning technical intervention of man on his own life, and the means in which it develops and which soon will become Legal norms.