Teaching fundamental rights: a matter Of weighting (criteria for design good Practices)

Abstract

This paper begins considering the multiple methodological possibilities offered
by fundamental rights as a subject matter of teaching. Based on this, the idea of weighting
in the design of teaching strategies in the field of fundamental rights is proposed as a
responsible exercise of self-evaluation and criticism of our labour as teachers of this
subject. The weighting must take into account, on the one hand, the context and curricular
circumstances of the teaching of fundamental rights in each degree or subject and, on the
other, the interpretation of fundamental rights must be taken as a predetermined and
objective parameter to guide the design of strategies for their teaching. In this regard, a
pedagogical reading of P. Häberle's thesis on the interpretation of the Constitution and
fundamental rights is proposed.