Analysis of a didactic proposal from the perspective of human rights education in chemistry teaching with an approach to the passabilitys sociocientific issues

Abstract

In this study, we analyze a didactic proposal for teaching Chemistry with an approach to the Passabilitys Sociocientific issues, with the aim of including contributions and limitations from the perspective of Human Rights Education. We followed a qualitative data approach and performed three methodological steps: 1) selecting a didactic proposal for analysis (1st step); 2) description of the correct teaching proposal (2nd step); and 3) we analyzed the didactic proposal on screen (3rd stage). Based on the analysis, we can say that the didactic proposal for teaching Chemistry with the Passabilitys Sociocientific issues  approach can contribute to Human Rights Education by providing, for example, the awareness of students regarding passability, the recognition of social, cultural and economic factors involved in this question, and reflections on respect for the rights of others, as well as the understanding of the rights of trans * people in opted or not for the hormonization process.