TRANSVERSAL PROJECTS AND THEIR RELATIONSHIP WITH HUMAN RIGHTS EDUCATION IN BASIC SECONDARY EDUCATION IN COLOMBIA

Abstract

This article, written as an essay, analyzes the relationship between Mandatory Transversal Pedagogical Projects (PPTO, for its Spanish acronym) and Human Rights Education in basic secondary education in Colombia, following the implementation of Law 115 of 1994. This regulation, promulgated after the Political Constitution of 1991, sought to modernize the educational system, promote holistic development, and recognize education as a fundamental human right. Within this context, transversal projects emerged as strategies to strengthen ethical, democratic, environmental, and cultural dimensions that are not always addressed in depth within traditional subjects. The text argues that, although the PPTOs have broad legal support, their application faces difficulties such as disciplinary fragmentation, a lack of curricular articulation, time constraints, and a reduced understanding of their pedagogical scope. In many cases, these projects are executed as regulatory requirements rather than comprehensive formative processes. It is emphasized that transversality must be understood as an integrative tool that links the school with social reality, moving beyond isolated subject-based teaching. The article highlights projects with a greater affinity for human rights education, such as sexual education and citizenship building, Afro-Colombian studies, education for democracy, the "Cátedra de la Paz" (Peace Studies), and the School Environmental Project (PRAE). These allow for the addressing of issues such as racial discrimination, gender inequality, the environmental crisis, and democratic participation, promoting critical thinking and social responsibility. Finally, it concludes that human rights education must be the central axis of transversal projects, guiding a critical, investigative, and democratic pedagogy. Only through a real articulation between curriculum, context, and active participation can students be formed who are capable of understanding social complexity and transforming their environment based on respect, dignity, and justice.