The most current educational reflections developed at national and international level on the issue of children's rights move from a shared and founded premise: the recognition of childhood as a subject of rights, by virtue of the intrinsic otherness and potentialities that distinguish it. This premise is the result of social and cultural achievements, and stemmed from a long tradition of thought and research.The scientific-cultural challenge that still awaits the educational discourse is that of renewing and re-signifying the value of this premise, moving on two fundamental heuristic-hermeneutical levels: 1) on the one hand that of the principles that inspire the recognition of childhood as a subject of rights; 2) on the other hand the one related to the commitment of educational reflection in monitoring the context conditions that favor or on the difficulties that hinder the effective realization of children's rights.
|Translated title of the contribution||[Autom. eng. transl.] The rights of the child: a pedagogical challenge|
|Title of host publication||Pedagogia dell'infanzia|
|Number of pages||26|
|Publication status||Published - 2017|
- children's rights
- diritti dei bambini