L'enfocament de drets com a eina educativa per a la promoció de la infància. Proposta socioeducativa

Resumen

Abstract The Convention on the Rights of the Child (from now on CRC) is an instrument approved by the United Nations in 1989 to protect and promote childhood. Although it is the most ratified convention in history and taking into account that it has been established for more than 20 years, it is not known in our society and much less among children. Considering these facts, the following objectives of research were set: (1) to analyze the knowledge of children regarding the Rights of the Child; (2) to identify the cognitive, behavioral and attitudinal training needs of children related to CRC, (3) and to design and develop a methodologically and scientifically founded socio-educational proposal to promote CRC among children and adolescents. An educational practice-oriented research was carried out on the basis of the evaluative research. The participants were 2,263 boys and girls aged between 10 and 18. The instrument used for data collection was a questionnaire of moral dilemmas divided into open questions, dichotomous questions and questions with justification of the answer. Thus, two types of analysis were conducted: a quantitative analysis based on statistical analysis and a qualitative analysis through content analysis. The results showed the very low diffusion that is made about CRC, the children and adolescents¿ unawareness of their rights, not only from the cognitive but also from the behavioral and emotional approach, and the inadequacy of the educational materials dedicated to the diffusion of CRC among children which opt for individual methodologies and in which the professional provides the contents to the participants. These results contributed to develop a socio-educational proposal addressed to adolescents between 12 and 16 years old: "CReC. Grow, Be Responsible and Create. Program to promote the Rights of the Child", which brings to reality the Rights-Based Approach as an educational tool for promoting childhood. The proposal was based on the training needs and took into account not only the three dimensions of learning but also participatory methodologies, such as Learning Group and Service Learning, to turn it into a meaningful and effective proposal for children and adolescents which contributes to their development as subjects of rights and to their self-protection.