Teacher training and human rights are integral realities in a social context dominated by the discourse of globalization; therefore, it is necessary for States, universities and teachers to assume a critical attitude from and in their own training. In this sense, Latin American countries, especially those included in this research, namely Argentina, Colombia and Venezuela: Argentina, Colombia and Venezuela; are under the obligation to create policies, curricula and programs as appropriate, to achieve the necessary transformation in the training of Early Childhood Education teachers with a focus on and for human rights.

The purpose is framed in the generation of a theoretical corpus to guide the formulation of public policies for teacher training in Early Childhood Education with a human rights approach in Latin America. To train in human rights is to believe in them, to live in them and to transcend them in order to achieve the change so longed for by past, present and future generations and, consequently, to achieve quality education for Latin American children.

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