Diritti per l’educazione. Contesti e orientamenti pedagogici

Abstract

The book focuses on the Convention on the Right of child as the result of a slow historical, cultural and in particular pedagogical path of progressive discovery of the specific dignity of childhood and adolescence. It is argue that, even if nowadays, more than thirty years after the drafting of the Convention, the attention to the intrinsic dignity of boys and girls, may seem indisputable and obvious, however such an attention is an achievement for a small part of the world and, also woth regard to the so-called advanced society, one might wonder to what extent and in what contexts, the twentieth century was the century of children and what is really, in the century we are living, the care for children and adolescence. Finally, since the paradigm of rights seems to be enable to detect injustices and educational poverty, the capabilities approach is highlighted as a more powerful framework.