El derecho a la educación de la primera infancia y los grupos vulnerables en Iberoamérica

Resumo

The last century closed with the welfare state at the center of public and political debate and the urgent need to renew its consideration and its reformulation into “welfare system”, showing various positions relative to the start of intervention and the ideological controversy in which various social and political actors confront different models of society and conceptions of what for them is the childhood and their rights. On one hand, the communications revolution and simplification in the operation of information and technology have placed children in a position of equity with adults and, secondly, it is noted that the autonomy of children seems powerfully accelerated while stimulating the development and promotion of children amending past standards. At time, we have seen how the phenomenon of discrimination and social exclusion poses more complications to young children’s life, and more concretely, how vulnerable groups suffer distinctive degrees of inequalities as a collective in function of their status. To this respect, the integration of vulnerable groups in society on a global scale, but especially at the local level, has converted itself in a matter of interest for those politicians in the Ibero-American societies, hence the study of measures that make possible this integration became a crucial in order to attend to equality in the children’s right to education.