Police Education in Human Rights from the Interstructuring-Dialogist Pedagogical Model

Abstract

This article shows the research results obtained through the application of the Dialogue Interstructuring Model in police education in Human Rights, for the development of generic skills necessary during the exercise of the police profession. Its methodology was based on the socio-critical paradigm, with a qualitative approach, through the case study design; the sample selection was given for convenience. The collection of information starts from the use of the In-Basket technique applied in two phases (pretest and posttest); With the results of the pretest, the initial diagnosis is made, from which six didactic sequences are built, preserving the opening, development and closing structure. In the pedagogical practice, observation and the field diary were used as data collection instruments. Once the thematic contents have been developed, a post-test application is carried out, evaluating the development of institutional competences by the students. Finally, it is evident that those who were educated through the Interstructuring Dialogue pedagogy (Experimental Group) obtained better performance than those educated through the Traditional Model (Control Group).