Abstract
This article explores the moral, pedagogical contradictions generated by the intersection of patriotism and human rights, and offers a possible response to these contradictions in the context of critical education. A review of the forms of patriotism and related human rights is provided. A retrospective analysis of sources is given. A brief overview of human rights criticism is offered, and the rationale that a critical, non-universalist conception of human rights combined with critical patriotism formulates a strategy to bring them together. The next part of the article discusses how to overcome the problems of incompatibility between patriotism and human rights. This is followed by an exploration of the pedagogical approach to teaching this concept, which consists of the emergence of a new strand, the critical pedagogy of emotion, which focuses on questioning emotional commitments. The final section suggests that the «convergence» between patriotism and human rights in the context of critical education must take into account that patriotic feelings (as a form of love for one's country) constitute a special form of "emotional education." Thus, the teaching of patriotism and human rights would benefit from the concept of a «critical pedagogy of emotions» that explores the emotional commitments of patriotism and human rights and the consequences of these commitments. Teachers should encourage a form of patriotism and human rights that promotes the development of criticality, solidarity and emotional relationships with others. Keywords: education, patriotism, human rights, critical education, critical pedagogy