THE CIPDH-UNESCO CARRIES OUT COOPERATION ACTIONS FOR THE INSTITUTIONAL AND DEMOCRATIC STRENGTHENING OF PARAGUAY, AFTER THE SERIOUS HUMAN RIGHTS VIOLATIONS OCCURRED DURING STROESSNER’S DICTATORSHIP (1954-1989).

Within the framework of the agreement with the Argentine Fund for South-South and Triangular Cooperation (FO.AR) of the Argentine Ministry of Foreign Affairs, the CIPDH-UNESCO carries out cooperation actions on human rights together with the Directorate of Truth, Justice and Reparation of the Ombudsman of Paraguay. Since 2017, when cooperation to consolidate the process of Memory, Truth and Justice began, the CIPDH-UNESCO has been contributing to strengthening the rule of law in Paraguay.

The cooperation is aligned with the recommendations of the Truth and Justice Commission (CVJ) to adopt measures aimed at raising awareness in the Paraguayan society about the serious human rights violations during the dictatorship and preventing such horrible acts from happening again.

As the body in charge of the cooperation project, the CIPDH-UNESCO helps to coordinate with experts and state and civil society institutions the exchange of experiences, with the aim of strengthening institutions and the rule of law in Paraguay.

Human rights in education for citizenship: they belong in the core of civic education and the primary purpose is development of reasoned commitment to them — so that, as James Madison wrote liberty and learning each leaning on the other for their mutual support will sustain a just polity in which the rights of individuals are secure. The beliefs about human rights and education have strong and deep roots in the civic cultures of European and American nation-states and they have been part of our civic agenda for a long time.
A first step in teaching and learning about human rights is confronting students with the challenge of definition. We use the paper written by https://canadianessayservice.info/ to say tautologically that, “Human rights are those rights to which all persons are entitled by virtue of their humanness. Build what does this definition denote? What is and is not included in the concept of human rights that our students should learn and use in their civic education and in their lives as citizens? It is likely that everyone in this room Would readily agree on a few classic texts in Western civilization as exemplars of human rights and basic elements of any classroom investigation into the meaning and uses of this concept. These documents include familiar political liberties and civil rights, such as freedom of speech, press, and religious choice and due process in criminal proceedings, and they embody “negative liberty” — the eighteenth-century idea that government must be strictly limited by law to protect the rights of individuals.

By virtue of the foregoing, the project promotes and supports the following actions:

  • To take to court leading cases of human rights violations and give priority to cases related to sexual violence.
  • To monitor criminal cases registered in the Public Prosecutor’s Office.
  • To preserve in a comprehensive way and to signpost the historical memory sites.
  • To organize, preserve and disseminate the documentary legacy of the CVJ, securing the access thereto by citizens.