Esta dissertação procurou identificar ações concretas que podem ser desenvolvidas para evitar torturas e violações de direitos humanos perpetrados por agentes da polícia no ato de investigação de crimes na província de Tete, em Moçambique. Através de entrevistas e questionários dirigidos aos agentes que compõem o sistema de administração da justiça – juízes, procuradores, membros da Liga Moçambicana dos Direitos Humanos, advogados do Instituto de Patrocínio e Assistência Jurídica e membros da Polícia de Moçambique – foi possível perceber as causas que levam os polícias a pautar pela tortura no ato da investigação criminal e identificar ações para evitá-la. A pesquisa revelou variadas causas que contribuem para que a polícia na Cidade de Tete cometa o crime de tortura durante a investigação de crimes: parte-se, pois, da má formação dos agentes policiais em matéria dos direitos humanos até a falta de uma lei própria que defina e criminalize a tortura em Moçambique, além da ausência de um advogado por parte do suspeito no momento do primeiro interrogatório policial e da fiscalização deficitária das celas da polícia e das penitenciárias por parte dos órgãos competentes (procuradores) para evitar casos de maus-tratos e/ou tratamentos desumanos nesses locais de detenção. Como recomendação, propõe-se a criação de uma lei própria e exclusiva que defina e incrimine a tortura; a presença obrigatória de um advogado durante o primeiro interrogatório policial – em caso de o indiciado não ter condições de contratar um advogado particular, que lhe seja garantido um defensor oficioso por parte do governo; a inspeção médica imediatamente após a detenção para apurar se o suspeito possui lesões corporais e, em caso afirmativo, a apuração das causas das lesões; revisões periódicas e formações sistemáticas de regras de interrogatórios, instruções, métodos e práticas aos agentes aplicadores das leis por parte do Estado; e a realização de visitas e inspeções regulares aos locais de detenção por um órgão independente que tenha poderes para ouvir queixas dos detidos de modo a obter informações sobre o tratamento policial. / This research aims to identify concrete actions that can be developed to prevent the violation of human rights and actions of torture performed by police officers on criminal investigation in the province of Tete, Mozambique. Interviews and questionnaires delivered to the agents responsible for the justice system, such as, judges, prosecutors, members of the Mozambican League of Human Rights, lawyers from the Institute for Legal Assistance and Representation, and police officers, have revealed why do police officers torture suspects under investigation, making it possible to identify actions that best prevent the violation of human rights in such cases. Among the causes that contribute for the police of the province of Tete, Mozambique, to commit the crime of torture during criminal investigation are: the poor instruction of police officers as far as Human Rights are concerned; the absence of a specific law to define and criminalize the practice of torture in the country; the absence of the attorney at the moment of the first police interrogation; and the lack of inspection in police cells and penitentiaries by relevant bodies (prosecutors) to prevent cases of abuse and ill-treatment in places of detention. As a recommendation, it is proposed: the creation of a separate and unique law to define, incriminate and apply an abstract criminal frame for the crime of torture; the mandatory presence of the attorney by the time of the first police interrogation (if the suspect is unable to get a private attorney on his own, then the government must ensure him a public defender); a physical exam right after the arrest so as to ascertain whether the suspect is injured (if so, the causes of the injury must be determined); regular systematic reviews and lectures on interrogation rules, instructions, methods and practices for laws agents; and regular visits and inspections in places of detention by an independent body that is empowered to hear complaints from prisoners in order to learn about police treatment.

Submitted by PPGE PPGE (pgedu@ufba.br) on 2014-01-27T17:30:29Z No. of bitstreams: 1 TESE_FINA DENISE ABIGAIL.pdf: 1646737 bytes, checksum: 45254b296075f16afad1659a51bd6f4b (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-02-11T14:08:55Z (GMT) No. of bitstreams: 1 TESE_FINA DENISE ABIGAIL.pdf: 1646737 bytes, checksum: 45254b296075f16afad1659a51bd6f4b (MD5) / Made available in DSpace on 2014-02-11T14:08:55Z (GMT). No. of bitstreams: 1 TESE_FINA DENISE ABIGAIL.pdf: 1646737 bytes, checksum: 45254b296075f16afad1659a51bd6f4b (MD5) / A presente tese investiga a representação social dos professores da rede pública de ensino do Município de Simões Filho, egressos do Curso de Pedagogia da Rede Uneb/2000, em relação à educação em direitos humanos, tendo em vista a sistematização de propostas para o aperfeiçoamento da Política Nacional de Educação em Direitos Humanos. A pesquisa justifica-se pela relevância social do tema no tocante à construção de uma cultura de respeito, defesa e promoção dos Direitos Humanos. Do ponto de vista metodológico, nosso trabalho de investigação científica foi caracterizado como uma pesquisa qualitativa, com a utilização de dados quantitativos, tomando por base a possibilidade de combinação de instrumentos de coleta de dados e de triangulação dos resultados. A tese apresenta uma abordagem histórica, política e social dos Direitos Humanos - os Direitos Humanos na contemporaneidade e a formação do Sistema Internacional de DHs, além da responsabilidade social do Estado com a efetivação desses direitos e o fortalecimento da cidadania. Concernente à Educação em Direitos Humanos, apresentamos a perspectiva da EDH como estratégia para a concretização de uma cultura de respeito e promoção dos Direitos Humanos, o Sistema Nacional de Educação em Direitos Humanos, os Programas e Planos Nacionais de EDH e a representação social dos professores em relação à EDH. Nesse prisma, destacamos que a Educação em Direitos Humanos emerge como uma necessidade capaz de reposicionar os compromissos nacionais com a formação de sujeitos de direitos e de responsabilidades, podendo influenciar na construção e na consolidação da democracia como um processo para o alicerçamento de comunidades e grupos, tradicionalmente, excluídos dos seus direitos. Para a sua consolidação, é necessária a cooperação de uma ampla variedade de sujeitos e instituições que atuem na proposição de ações que a sustentem; nesse sentido, todos os atores do ambiente educacional devem fazer parte do processo de implementação da Educação em Direitos Humanos. Por fim, concluímos que a Educação em Direitos Humanos, como instrumento para efetivação dos Direitos Humanos, constitui-se na principal plataforma política emancipatória para a sociedade, em especial, para os grupos excluídos, na medida em que são princípios éticos, valores humanos e sociais que orientam a vida em sociedade, como também são normas jurídicas, leis, projetos, programas e políticas públicas, que dão aos Direitos Humanos um sentido prático e concreto, permitindo exigir do Estado direitos relacionados à dignidade humana. / ABSTRACT This thesis investigates the social representation of teach ers from public school in the city of Simões Filho, egressed from Pedagogy Network Uneb/2000 in relation to human rights education, in order to systematize proposals for the improvement of National Policy on Human Rights Education. The research is justifie d by the social relevance of the topic in relation to building a culture of respect, protection and promotion of Human Rights. From the methodology point of view, our scientific research work has been characterized as qualitative research with quantitative data, using the possibillity of combination of instruments for data collection and triangulation of results. The thesis presents a historical approach, political and social Human Rights - The Human Rights in contemporaneity and the creation of the Interna tional System of DHs, besides social responsibility of the state to implement these rights and strengthening citizenship. Concerning Human Rights Education, we present the prospect of HRE as a strategy for achieving a culture of respect and promotion of hu man rights, the National Human Rights Education System, Programs and National Plans of HRE, and the social representation of teachers in relation to HRE. In this light, highlight that the Human Rights Education emerges as necessity to reposition the nation al commitments to development individuals of rights and responsibilities, wich may influence the construction and consolidation of democracy as a process for build communities and groups traditionally excluded from their rights. For its consolidation, coop eration is needed for a wide variety of subjects and institutions that operates in proposing actions that sustain, in that sense, all the actors of the educational environment should be part of the implementation process of the Human Rights Education. Fina lly, we conclude that the Human Rights Education as a vehicle for realization of Human Rights, constitutes the main platform emancipatory politics for society, especially for excluded groups, as they are ethical, human and social values that govern life in society, they are also legal rules, laws, projects, programs and public policies that give to Human Rights practical sense and concrete, allowing to require to the state the rights related to human dignity.

abstract: Arguing for the importance of decolonial pedagogy in human rights education, this research is located at the intersection of human rights education, pedagogy, and justice studies, and is situated in the context of a contested neoliberal university in order to learn about and understand some of the challenges in implementing pedagogical change inspired by decolonial theory. This research focuses on pedagogical approaches of human rights professors to understand how and to what extent they are aligned with and informed by, incorporate, or utilize decolonial theory. This is accomplished through a content analysis of their syllabi, including readings and pedagogical statements, and semi-structured interviews about their praxis to draw attention to the what and how of their pedagogical practices and the ways in which it aligns with a decolonial pedagogical approach. This research calls attention to the specific manner in which they include decolonial pedagogical methods in their human rights courses. The findings determined that a decolonial pedagogical approach is only just emerging, and there is a need to address the barriers that impede their further implementation. In addition, there is a need for research that will further investigate the pedagogical approaches professors are employing, particularly those in alignment with decolonial criteria; the impact of decolonial and non-decolonial approaches on students’ epistemologies, and how to overcome barriers to advance implementation of a decolonizing pedagogical approach. / Dissertation/Thesis / Doctoral Dissertation Justice Studies 2018

Esta dissertação procurou identificar ações concretas que podem ser desenvolvidas para evitar torturas e violações de direitos humanos perpetrados por agentes da polícia no ato de investigação de crimes na província de Tete, em Moçambique. Através de entrevistas e questionários dirigidos aos agentes que compõem o sistema de administração da justiça – juízes, procuradores, membros da Liga Moçambicana dos Direitos Humanos, advogados do Instituto de Patrocínio e Assistência Jurídica e membros da Polícia de Moçambique – foi possível perceber as causas que levam os polícias a pautar pela tortura no ato da investigação criminal e identificar ações para evitá-la. A pesquisa revelou variadas causas que contribuem para que a polícia na Cidade de Tete cometa o crime de tortura durante a investigação de crimes: parte-se, pois, da má formação dos agentes policiais em matéria dos direitos humanos até a falta de uma lei própria que defina e criminalize a tortura em Moçambique, além da ausência de um advogado por parte do suspeito no momento do primeiro interrogatório policial e da fiscalização deficitária das celas da polícia e das penitenciárias por parte dos órgãos competentes (procuradores) para evitar casos de maus-tratos e/ou tratamentos desumanos nesses locais de detenção. Como recomendação, propõe-se a criação de uma lei própria e exclusiva que defina e incrimine a tortura; a presença obrigatória de um advogado durante o primeiro interrogatório policial – em caso de o indiciado não ter condições de contratar um advogado particular, que lhe seja garantido um defensor oficioso por parte do governo; a inspeção médica imediatamente após a detenção para apurar se o suspeito possui lesões corporais e, em caso afirmativo, a apuração das causas das lesões; revisões periódicas e formações sistemáticas de regras de interrogatórios, instruções, métodos e práticas aos agentes aplicadores das leis por parte do Estado; e a realização de visitas e inspeções regulares aos locais de detenção por um órgão independente que tenha poderes para ouvir queixas dos detidos de modo a obter informações sobre o tratamento policial. / This research aims to identify concrete actions that can be developed to prevent the violation of human rights and actions of torture performed by police officers on criminal investigation in the province of Tete, Mozambique. Interviews and questionnaires delivered to the agents responsible for the justice system, such as, judges, prosecutors, members of the Mozambican League of Human Rights, lawyers from the Institute for Legal Assistance and Representation, and police officers, have revealed why do police officers torture suspects under investigation, making it possible to identify actions that best prevent the violation of human rights in such cases. Among the causes that contribute for the police of the province of Tete, Mozambique, to commit the crime of torture during criminal investigation are: the poor instruction of police officers as far as Human Rights are concerned; the absence of a specific law to define and criminalize the practice of torture in the country; the absence of the attorney at the moment of the first police interrogation; and the lack of inspection in police cells and penitentiaries by relevant bodies (prosecutors) to prevent cases of abuse and ill-treatment in places of detention. As a recommendation, it is proposed: the creation of a separate and unique law to define, incriminate and apply an abstract criminal frame for the crime of torture; the mandatory presence of the attorney by the time of the first police interrogation (if the suspect is unable to get a private attorney on his own, then the government must ensure him a public defender); a physical exam right after the arrest so as to ascertain whether the suspect is injured (if so, the causes of the injury must be determined); regular systematic reviews and lectures on interrogation rules, instructions, methods and practices for laws agents; and regular visits and inspections in places of detention by an independent body that is empowered to hear complaints from prisoners in order to learn about police treatment.

A Educação em Direitos Humanos é entendida, hoje, como um conjunto de processos de educação formal e não formal, orientados para a construção de uma cultura de respeito à dignidade humana, através da promoção e da vivência dos valores democráticos e republicanos, da liberdade, da justiça, da igualdade, da solidariedade, da cooperação, da tolerância e da paz. O objetivo principal desta pesquisa consiste em aprofundar o conhecimento sobre essa nova área de reflexão e de vivência no campo educacional que tem sido objeto de intervenções institucionais e do crescente interesse de dirigentes políticos, educadores, pesquisadores, militantes, entidades religiosas e organizações da sociedade civil ONGs. A partir da premissa sobre o vínculo inarredável entre democracia, Direitos Humanos e educação, trata-se de, com base no trabalho de levantamento e sistematização do que tem sido pensado e feito nesta área, provocar o debate e suscitar questões para a consolidação e o constante aperfeiçoamento do reconhecimento institucional e social de tais projetos, visando, igualmente, a melhoria das relações educacionais e sociais, na escola e fora dela. A dissertação apresenta uma abordagem histórica da educação em Direitos Humanos em nosso país, seus marcos normativos inclusive através dos planos governamentais - e experiências mais significativas. Apresenta também um balanço da produção brasileira sobre o tema, suas especificidades e regularidades. / The Human Rights Education is understood, today, as a process of formal and informal education, oriented for the construction of a culture of respect for the human being dignity, through the promotion of the democratic and republican values, of liberty, justice, equality, solidarity, cooperation, tolerance, and peace. The main goal of this research is to promote a deep understanding of this new area of reflection in the educational field, which has been the object of many institutional interventions and growing interest of politicians, educators, researchers, activity, religious entities and civil society organizations - NGOs. From the premise about the intrinsic bond between education, democracy and human rights, with the survey work and systematization of what has been thought and done in this area, this research wish to provoke the debate and bring new questions for the consolidation and the constant improvement of the institutional and social recognition of such project, aiming equally the improvement of social and educational relations at schools and outside. The dissertation shows an historical approach of education in Human Rights in our country, their normative milestones inclusive through governmental plans - and most significant experiences. It also shows a balance of brazilian production about this theme, their specificities and regularities.

La tesi esamina questioni relative alla responsabilità delle imprese e all'accesso alla giustizia per vittime di violazioni dei diritti umani, commesse da imprese, per suggerire misure e proposte da inserire in un trattato giuridicamente vincolante in materia di imprese e diritti umani, la cui negoziazione è attualmente in corso sotto l'egida del Consiglio per i Diritti Umani. Conformemente alla Risoluzione 26/9 del Consiglio per i diritti umani, un gruppo di lavoro intergovernativo è stato incaricato di elaborare uno strumento internazionale giuridicamente vincolante per regolamentare, nel diritto internazionale dei diritti umani, le attività delle imprese multinazionali e altre imprese. Ricostruendo il background storico (Capitolo 1) e il percorso che ha condotto all’adozione della Risoluzione 26/9 (Capitolo 2), la tesi analizza alcune delle questioni ancora aperte in materia, partendo dalla responsabilità delle imprese e se queste possiedano personalità giuridica internazionale e di conseguenza se le imprese possono essere considerate duty-bearers nel futuro trattato (Capitolo 3). In secondo luogo, la tesi analizza la questione di come migliorare l'accesso alla giustizia per le vittime di violazioni dei diritti umani e superare ostacoli esistenti (Capitolo 4). Infine, sono proposte alcune alcune misure e modelli di riferimento da considerare nel futuro trattato, al fine di colmare alcune delle lacune ancora esistenti in materia. / The thesis examines key issues relating to the responsibility of business entities and access to justice for victims of business-related human rights violations, to suggest measures and proposals to be incorporated in a prospective legally binding treaty on business and human rights, whose negotiation and drafting is in progress under the aegis of the UN Human Rights Council. Under the terms of Human Rights Council Resolution 26/9, an Open-Ended Intergovernmental Working Group was mandated to elaborate an international legally binding instrument to regulate, in international human rights law, the activities of transnational corporations and other business enterprises. After recalling the historical background (Chapter 1) and the process leading to the adoption of Resolution 26/9 (Chapter 2), the thesis analyses the outstanding issues regarding the responsibility of business enterprises and whether corporations may potentially be considered as duty-bearers in the prospective binding treaty (Chapter 3). The thesis turns to the question about how to overcome existing barriers and improve access to justice and judicial remedies for victims of business-related human rights abuses (Chapter 4). The thesis concludes with measures and models of reference to be considered in the prospective treaty, to close the so called “accountability and governance” gaps.

The European Convention for the Protection of Human Rights and Fundamental Freedoms (“the Convention”) was adopted in 1950. One of the most important rights established therein is the right to life, which can be found in article 2. The purpose of this thesis is to examine how far the scope of this right reaches concerning the beginning and the end of life. This is mainly done by examining the case-law of the European Court of Human Rights (“the Court”) which is set to monitor the observance of the rights. To make this thesis manageable, the three areas of abortion, euthanasia and the death penalty have been chosen as the starting-point of the examination. The position of the three areas among the member states varies. Abortion and euthanasia have been regarded by the Court as sensitive areas in which the states have a wide margin of appreciation to decide on their own. This is much due to the lack of consensus within the states as to how they should be regulated. Whether the unborn foetus is protected by the Convention and in such case to what extent is still in dispute. This is also the case concerning when life begins. The Court has stated that any right the foetus may possess is limited by the rights of the mother. They have also said that they do not want to impose a certain view on the member states. The Commission has stated that if the foetus would have an absolute right to life under the Convention, then it would lead to serious implications for the mother, as she would not be able to have an abortion in any circumstance. Also, in Vo v. France one of the dissenting judges stated that the foetus’ right to life have to be narrower in scope than the right of the born. In the case Pretty v. the United Kingdom the Court unanimously ruled that article 2 does not include a right to die. However some member states, like the Netherlands, have made euthanasia legal without being found to violate its obligations under the Convention. Consequently, it does not seem to be against the Convention for states to make their own legislation allowing for euthanasia to be practiced. One important aspect to this debate is whether one considers life to be inalienable or not. The Parliamentary Assembly of the Council of Europe has said that even though the rights of the terminally ill should be respected, it does not mean that one has the right to die at the hands of someone else. The Court has also said that in this area, it is important to protect those vulnerable from being used, and therefore states have the right to legislate against euthanasia. The situation is different when it comes to the death penalty. Two additional protocols have been adopted restricting or completely abolishing the penalty since the adoption of the Convention. In 1950 there was no possibility to exclude the right to use the death penalty from the Convention since many European states still retained it in their domestic laws. However, the development since has moved towards a complete abolition. This is for instance evident since aspiring members of the Council of Europe have to be willing to abolish the penalty to be accepted. The Court has dealt with the death penalty in several cases. In Soering v. the United Kingdom they said that extraditing someone to a state where he or she risks being executed not automatically means a violation of the right to life or the prohibition of torture. In Öcalan v. Turkey they established that the imposition of the death penalty after an unfair trial was a violation of article 3. Also, they considered the death penalty to now be regarded as an unacceptable punishment in peace time. Abolition of the death penalty is something the Council of Europe has worked for in decades to realise.

The realization, promotion and protection of human rights are processes that have received both negative and positive reactions globally. The adoption of the Universal Declaration of Human Rights in 1948 by the United Nations General Assembly paved the way for the creation of similar instruments nationally, sub-regionally and regionally. These instruments are specific to issues of human rights in the particular states, sub-regions and regions in which they are adopted. Africa, Europe and America have established regional systems and adopted instruments as well as mechanisms to cater for the needs of their specific regions. Unlike general human rights, women‟s rights were not a priority and so their development began as recently as the 1980s. In Africa, the progress of the rights of women was majorly influenced by the Convention on the Elimination of Discrimination Against women, an international instrument adopted in 1979/81. Followed by its Protocol, this instrument specifically addressed the rights of women globally. Consequently, instruments such as the African Charter on Human and Peoples’ Rights, the Protocol on the Rights of Women, the Solemn Declaration on Gender Equality in Africa and other mechanisms which include Commissions and Courts were established to address the rights of women in Africa. This study highlights the composition or make up of the African human rights system and its access to women. The central problem in this study is the question “Why women have not been able to access the system despite the prevalent cases of violation of their rights”. This question is emphasized by the fact that so far, no women have take any cases alleging violation of their rights to the African Commission of Human and Peoples‟ Rights. The study also critically analyses the obstacles and challenges that hinder women from accessing the system and discusses how these factors eventually limit the prevalence of women‟s rights. The study concludes by suggesting possible remedies and reforms both legal and beyond that can be enforced to boost the African human rights system to ensure that women freely enjoy and exercise the rights to which they are entitled. / Dissertation (LLM)--University of Pretoria, 2013. / gm2014 / Public Law / unrestricted

M.Ed. (Educational Psychology) / Education in human rights has been grossly neglected in the South African schooling system. The far-reaching changes that are currently being worked in this country, however, compel all educators to start instructing their students not only in their own rights, but also in the rights of their fellow-citizens. This study forms part of a greater research project that has been launched by the Department of Educational Sciences of the Rand Afrikaans University. The aim of this study was to establish to what extent pupils have been made aware of their right to freedom and privacy by the time they have reached Std. 10. The following aspects of the right to freedom and privacy were identified on the basis of a literature study: the right to protection of a person's body, freedom of speech and expression, freedom of association, freedom of thought, freedom of worship, freedom of movement and the right to privacy. Following the identification of the above-mentioned aspects, a questionnaire was compiled, the results of which were verified by the process of content validation. Hypotheses made on the bases of pender, age group and religious affiliation were tested and the confidence of the questionnaire was tested on the 1% and 5% level. The most important findings of the investigation are as follows: The high average values obtained in respect of all aspects of freedom and privacy indicate that the respondents attach much importance to and are well informed on their right to freedom and privacy. The fact that so many respondents attach much importance to the right to the protection of their bodies, to the right to associate with whomever they choose and to freedom of speech, shows these factors to be of vital importance to their education. It was found that female respondents were of the opinion that pupils were made more aware of their right to freedom and privacy by the time they had reached Std. 10 than their male counterparts. Significant differences of opinion were found to exist between teachers and pupils, the various age groups, language groups, religions and teachers with different teaching experiences and qualifications as regards the question to what extent schools have made children aware of their right to freedom and privacy by the time they have reached Std. 10. Respondents were of the opinion that neither media exposure (l.e. radio, television and newspapers) nor school education and guardianship had any significant influence on the extent to which pupils are informed on their right to freedom and privacy. It can be concluded, therefore, that greater awareness needs to be created at school level as far as the education of pupils as to their right to freedom and privacy is concerned. It is recommended, furthermore, that a counselling programme be launched that would enable teachers, parents and pupils to gain thorough knowledge of their right to freedom and privacy, and of their responsibility to exercise these rights.

D.Ed. / On 27 April 1994 every person in South Africa exercised his/her basic rights as a citizen. By making a cross, citizens acknowledged the authority of the Constitution, and accepted the responsibility this places on their shoulders. The success or failure of the new South Africa is not dependent on the wording or impact of the Constitution, but relies on the willingness of all South Africans to honour the content of the Constitution. Fundamental rights which apply to each person in the country, can only be demanded on the condition that people want these rights for others too. Every right that is demanded, implies the responsibility to honour that right. South Africa needs humanity, goodwill, benevolence, acceptance and forgiveness. Provided that a culture of human rights can be established in the country, these ideals can become reality. Human rights can and should be made part of the South African reality; the Constitution describes it, the RDP calls for it and society demands it. In the course of this dissertation, school is focused on as the one institution in society that is eligible for the establishment of a culture of human rights. A survey done among practising teachers, underlines this thought. The necessity of, and the need for human rights education is founded in official documentation such as international bills of human rights and conventions, policies of Unesco and the Council of Europe, as well as the educational policies of different countries. World leaders and international academicians plead for the inclusion of human rights teaching programmes in the school curricula and the establishment of a human rights culture as part of the ethos of every school. Available material on the subject, that is implemented in schools all over the world, are introduced and evaluated in the light of South African circumstances and needs. Contents that could possibly be included in a curriculum in South African schools, are represented in terms of knowledge, skills, attitudes and values. Problems facing human rights education in the South African society, as well as worldwide criticism against human rights education are dealt with. The inclusion of a human rights period and the incorporation of human rights contents in the total school curriculum, are suggested in order to establish a human rights ethos in schools. Some examples are given to indicate how contents can be concretised within the class situation. The establishment of an education and a teaching strategy that puts human rights first, and that has the support of all role players, is recommended. The success of the new South Africa will not be determined by the stock exchange, sport achievements, technological breakthroughs or political opinions, but through the attitude and will of each man and each woman to live and let live, and to strive towards a future together. Education and teaching can make each child and each home aware, and sensitise them to acknowledge, respect and accept every other human being. The Bill of Human Rights should not only remain part of the Constitution, but should indeed become part of every person's philosophy of life and attitude towards life.