Razonamiento sobre derechos humanos y prácticas culturales en tres adultos de comunidades indígenas del Perú
DOI:
https://doi.org/10.36311/1984-1655.2014.v6n0.p141-163Keywords:
Desarrollo Moral, Derechos Humanos, Comunidades Indígenas, Diversidad Cultural.Abstract
En el sentido común, pero también en la literatura especializada, se encuentra la idea de que la moral es dependiente de la cultura y que, por lo tanto, no resulta posible juzgar como mejor o peor las valoraciones de individuos de diferentes contextos culturales. Desde este punto de vista, diferentes preguntas aparecen cuando entran en relación el desarrollo moral y la cultura: en nom-bre de la diversidad cultural, ¿se puede permanecer neutral al observar tradiciones que afectan los derechos y el bienestar de las personas? ¿Qué debe hacerse cuando una práctica cultural entra en conflicto con un derecho humano? ¿Cómo razonan los propios indígenas acerca de esta situa-ción? En base a información recogida en comunidades Shipibo-Konibo, Asháninka y Quechua del Perú, y desde la perspectiva constructivista de Jean Piaget, este trabajo analiza el modo en que tres adultos, miembros de estas comunidades indígenas, examinan sus propias prácticas cul-turales y su relación con los derechos de las personas. Los resultados muestran que los partici-pantes asumen un punto de vista moral y se preocupan profundamente por los derechos huma-nos al analizar tradiciones culturales, valores y prácticas. La discusión explora cómo la psicología moral puede contribuir al debate sobre lo particular y lo universal en los derechos humanos. También se discute como la teoría del dominio contribuye a dar fundamento a intervenciones educativas y comunitarias cuya meta es promover los derechos humanos y el bienestar en con-textos de diversidad cultural.
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initiatief ter herdenking van het 60ste jubileum van de UVRM. Recuperado de
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Giusti, M., Villanueva, R., & Guevara, A. La universalidad de los derechos humanos ante
el relativismo cultural. Pensamiento Constitucional , vol. 6, n. 6, p. 259-277, 2012.
Volume 6 Número Especial – Novembro/2014 159
www.marilia.unesp.br/scheme
ISSN: 1984-1655
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Nucci, L.; Saxe, G. & Turiel, E. (editors). Culture, Thought and Development. New Jersey:
Lawrence Earlbaum, 2000. p. 231-277
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York: Academic Press, 1984.
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judgement. Psychological Review, vol. 108, p. 814–834, 2001.
Haidt, J. The new synthesis in moral psychology. Science, 316 (5827), p. 998–1002, 2007.
Haidt, J. Moral psychology for the twenty-first century. The Journal of Moral Education,
vol. 42, n. 3, p. 281-297, 2013.
Haste, H. Morality, culture and the dialogic self: taking cultural pluralism seriously. Journal of Moral Education, vol. 37, n. 3, p. 377-394, 2008.
Helwig, C.. Rights, civil liberties, and democracy across cultures. In Killen, M. y Smetana, J. (eds). Handbook of moral development New Jersey: Lawrence Erlbaum Associates,
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Hinsch, W., & Stepanians, M. Human rights as moral claim rights. In Martin, R. & Reidy,
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New York: Academic Press, 1971. p. 151– 235.
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Volume 6 Número Especial – Novembro/2014 160
www.marilia.unesp.br/scheme
ISSN: 1984-1655
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L.; Saxe, G. & Turiel, E. (editores). Culture, Thought and Development. New Jersey: Lawrence Earlbaum, 2000. p. 115-137
Nucci, L. P., & Turiel, E. Social interactions and the development of social concepts in
preschool children. Child Development, 49, p. 400-407, 1978.
Nussbaum, M. Sex and Justice. New York: Oxford University Press, 1999.
Okin, S. Justice, gender and the family. New York: Basic Books, 1989.
Panikkar, R. Is The Notion of Human Rights a Western Concept? Diógenes, 30:75, p. 75-
102, 1982.
Paz, W. Aproximaciones a la inteligencia del niño andino a través de Piaget. Piaget y los alumnos
Aimaras y Quechuas. Boletín IFP – Educación, 2004. Recuperado de http://www.programabecas.org/numero/8.6.pdf
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Piaget J. El criterio moral en el niño. Barcelona: Martínez Roca, 1932/1984.
Piaget, J. El nacimiento de la inteligencia en el niño. Madrid: Aguilar, 1959/1972.
Piaget, J. Seis estudios de psicología. México: Planeta, 1964/1985.
Piaget, J. Sociological Studies. New York: Routledge, 1965/1995.
Piaget, J. Intellectual evolution from adolescence to adulthood. Human Development, vol.
51, p. 40–47, 1972/2008.
Piaget, J. & Inhelder, B. Psicología del niño. Madrid: Morata, 1968.
Pollis, A., & Schwab, P. Human Rights: A Western Construct with Limited Applicability.
En Pollis, A. & Schwab, P. (editores). Human rights: cultural and ideological perspectives.
New York: Praeger Publishers, 1979. p. 1-18.
Volume 6 Número Especial – Novembro/2014 161
www.marilia.unesp.br/scheme
ISSN: 1984-1655
Prinz, J. The Emotional Construction of Morals. New York: Oxford University Press, 2007.
Prinz, J. Morality is a culturally conditioned response. Philosophy now, 82, January/February 2011. Recuperado de http://philosophynow.org/issues/82/Morality_is_a_Culturally_Conditioned_Response
Rogoff, B. Aprendices del pensamiento. Barcelona: Paidós, 1993.
Rogoff, B. The cultural nature of human development. New York: Oxford University Press,
2003.
Rogoff, B. & Angelillo, C. Investigating the Coordinated Functioning of Multifaceted
Cultural Practices in Human Development. Human Development, 45, p. 211-225, 2002.
Santos, S. B. Hacia una concepción multicultural de los derechos humanos. El otro derecho. Otras miradas sobre la justicia, 28, p. 59-83, 2002. Recuperado de http://webiigg.sociales.uba.ar/grassi/textos/Sousa_DDHH.pdf
Sachdeva, S.; Singh, P. & Medin, D. International Journal of Psychology, vol. 46, n. 3, p. 161–
176, 2011.
Smetana, J. G. Preschool children's conceptions of moral and social rules. Child Development, 52, p. 1333-1336, 1981.
Smetana, J. G. Preschool children's conceptions of transgressions: Effects of varying
moral and conventional domain-related attributes. Developmental Psychology, 21, p. 715-
724, 1985.
Smith, L. Introduction. En: Piaget, J. Sociological Studies. New York: Routledge,
1965/1995.
Thomas, C. Forced and early marriage: A focus on central and eastern Europe and former Soviet
Union countries with selected laws from other countries. United Nations Division for the Advancement of Women: United Nations Economic Commission for Africa, 2009. Recuperado de http://www.un.org/womenwatch/daw/egm/vaw_legislation_2009/Expert%20Paper%20EGMGPLHP%20_Cheryl%20Thomas%20revised_.pdf
Trapnell, L. ¿Diversificar o interculturalizar el currículo? En: Frisancho, S.; Moreno, M.T.;
Ruiz Bravo, P. y Zavala, V. (2011). Aprendizaje, cultura y desarrollo. Una aproximación
interdisciplinaria. Lima: Fondo Editorial de la PUCP, 2011. p. 155-178
Turiel, E. The development of social knowledge: Morality and convention. Cambridge, England: Cambridge University Press, 1983.
Turiel, E. The culture of morality. Social development, context, and conflict. Cambridge: Cambridge University Press, 2002.
Volume 6 Número Especial – Novembro/2014 162
www.marilia.unesp.br/scheme
ISSN: 1984-1655
Turiel, E. The Development of Children’s Orientations toward Moral, Social, and Personal Orders: More than a Sequence in Development. Human Development vol. 51, p. 21–
39, 2008a.
Turiel, E. Thought about actions in social domains: Morality, social conventions, and
social interactions. Cognitive Development, vol. 23, n. 1, p. 136-154, 2008b.
Turiel, E. The development of morality. En: Damon, W. & Lerner, R. Child and adolescent
development. An advanced course. New Jersey: John Wiley & sons, 2008c. p. 473-515
Turiel, E. Snap judgment? Not so fast: Thought, reasoning, and choice as psychological
realities. Human Development, 53, p. 105–109, 2010.
Turiel, E. Moral universality and relativism: variations in social decisions, social opposition and coordination as bases for cultural commonalities. En: Construyendo Mentes. Ensayos en homenaje a Juan Delval (Constructing Minds. Essays in honor of Juan Delval). Juan
A. García Madruga, Raquel Kohen, Cristina del Barrio, Ileana Enesco, Josetxu Linaza
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