Diritti dell'infanzia e pedagogia dello sviluppo. Criticità, opportunità e prospettive
Abstract
Il saggio tratta dei diritti dell’infanzia, a trent’anni dalla promulgazione della Convenzione di New York, tratteggiandone i profili complessivi in una prospettiva pedagogica. Lo sfondo dei diritti ascritti al minore è quello ipermoderno, in cui i diritti individuali sono minacciati dalle dinamiche sovrannazionali della globalizzazione, dall’incipiente catastrofe ambientale e dagli squilibri economici, sociali e culturali tra nord e sud del mondo. Il contributo, nella prospettiva teoretica, traccia i diversi volti dell’infanzia contemporanea proponendo quadri ermeneutici per la sua interpretazione in senso pedagogico.
The essay deals with the rights of children, thirty years after the promulgation of the New York Convention, drawing the overall profiles from a pedagogical perspective. The background of the rights ascribed to the child is the hypermodern stimmung, in which individual rights are threatened by the supranational dynamics of globalisation, by the incipient environmental catastrophe and by the economic, social and cultural imbalances between north and south of the world. The article - from the perspective of the general (therefore theoretical) pedagogy - draws the portrait the of the contemporary image of childhood providing the coordinates for its interpretation.
The essay deals with the rights of children, thirty years after the promulgation of the New York Convention, drawing the overall profiles from a pedagogical perspective. The background of the rights ascribed to the child is the hypermodern stimmung, in which individual rights are threatened by the supranational dynamics of globalisation, by the incipient environmental catastrophe and by the economic, social and cultural imbalances between north and south of the world. The article - from the perspective of the general (therefore theoretical) pedagogy - draws the portrait the of the contemporary image of childhood providing the coordinates for its interpretation.
Full Text
PDFDOI: https://doi.org/103271/