Education in Human Rights during Undergraduate studies and citizen formation

the connection between educational practice and affection

Abstract

This article presents a study, based on affection in educational practice, about the significant knowledge in higher education for building and forming citizens. The descriptive research, originating from a qualitative approach with a bibliographic character, uses the concepts of citizen formation, significant knowledge in higher education, affection in educational practice and the legal component of Human Rights. The principal theme, based on the access to significant learning in higher education provided by Human Rights, is to build a formative process capable of stimulating technical education that is humanized, ethical and citizen forming. The text is justified by subsidizing the comprehension of educational affection as a source of significant knowledge, capable of stimulating citizen formation. According to the result, the presence of the component of Human Rights in undergraduate courses, which favors significant knowledge, is evidence to a formative process connected to affection, capable of stimulating citizen formation in higher education.