THE CHILDHOOD EDUCATION AS A RIGHT OF EVERY CHILD TO LIVE IN COLLECTIVE SPACES REGARDLESS OF ITS UNIQUENESS: WHAT ARE THE INTERNATIONAL INSTITUTIONS GUIDELINES?

Abstract

From a documentary analysis, this paper aims to discuss the information contained in documents produced over the last decades of the twentieth century by international bodies and their impact on the formulation of education policies for children under six years of age. In particular, it examines the consequences of such indications for children with special educational needs. We note, in particular, that the documents deal with early childhood education as an important strategy for poverty alleviation and families as protagonists in providing this service. Such a view obscures the concept of child education as a right for all children with or without special needs, and its educational character in collective areas of learning and socialization. Key words: Child education; International organizations; Inclusive education; Family roles.