Human rights education, language and technology

Abstract

This article addresses the challenges of human rights education in the context of verbal violence in digital interactions. Its objective is to analyze the complexity of technology and language in virtual environments, proposing educational alternatives focused on empathy and dialogue. The theoretical framework includes Feenberg, who discusses the non-neutrality of technology; Fiorin, who examines the ambiguity of language; and Rorty, who advocates for sentimental education to promote human rights. This qualitative and bibliographic research involves a critical analysis of technology (Feenberg) and language (Fiorin), as well as a human rights education approach that incorporates the affective dimension, based on the ideas of Chust and Rorty. The article explores the tension between the ambivalence of technology and the ambiguity of language, acknowledging the role of emotions and feelings in building a culture of peace and promoting human rights. As a result of the analysis, it is proposed that sentimental education, supported by narratives that evoke empathy, can be an effective response to verbal violence and human rights violations in digital media. It is argued that both language and technology should be used in ways that foster understanding, dialogue, and cooperation, proposing an educational approach that values the affective and emotional dimensions beyond the cognitive, aiming to form citizens committed to human rights.