Abstract

EYNG, Ana Maria. Education in humanitarian contexts: violation and protection of children’s rights. Rev. Diálogo Educ. [online]. 2024, vol.24, n.81, pp.410-429.  Epub Oct 21, 2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.24.081.ds01.

The object of this article is education in humanitarian contexts, from which it reflects on the right to learning as a component of the right to education. From this perspective we problematize the pairs of opposites constituted by the risks and the protection of children's rights. The arguments are woven by the comparison of conceptual and empirical data, endorsed in the qualitative approach, providing a critical dialogue with the subjects of rights in their daily contexts. The voices of 460 students, 125 education professionals and 95 family members from twelve schools in five different countries enunciate perceptions of violence in the genesis of malaise and claims for rights to constitute well-being. In the development of the analysis it is evident that in humanitarian contexts intersectional violence operates, in which oppression affects the most fragile, children and adolescents, in a cruelest way, the main demanders of humanitarian action integrated with human rights action to guarantee the right to education. The essence of the social function of the school, conceived as a strategic and intersectoral space-time in the constitution of well-being, lies in the guarantee of the right to education, configured as an interdependent individual and collective demand, which is made effective through the construction of multidimensional learning, in the integral development of the subjects of children's rights.

Keywords : Well-being; Humanitarian Contexts; Right to Education; Child Poverty..

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