Suchergebnisse

U radu se raspravlja o operacionalizaciji obrazovnih politika o pravima djece. Prava djece primarno proizlaze iz temeljnih ljudskih prava koja promiču zadovoljavanje bioloških, socijalnih, psiholoških, intelektualnih i duhovnih potreba. Donošenjem Konvencije o pravima djeteta 1989. godine dolazi do promjene u poimanju prava djece te se ističe aktivna uloga djeteta kao nositelja vlastitih prava. Promiče se i filozofija inkluzije kako bi se svoj djeci pružile jednake mogućnosti te osigurao rast i razvoj u skladu s individualnim sposobnostima svakog djeteta. Cilj ovog istraživanja bio je ispitati način na koji se djeca i djetinjstvo prikazuju u dokumentima o pravima djece, s naglaskom na aktivnu ulogu djeteta nasuprot zaštitničkom stavu prema djetetu te u kojoj mjeri i na koji način su u dokumentima o pravima djece zastupljene temeljne inkluzivne odrednice. Rezultati kvalitativne deskriptivne analize ključnih dokumenata ukazuju na to da iako se u literaturi promiče uloga djeteta kao aktivnog sudionika i nositelja vlastitih prava taj je koncept potrebno i dalje razvijati. ; The paper discusses the operationalization of education policies on children's rights. Children's rights primarily derive from fundamental human rights that foster the fulfillment of the biological, social, psychological, intellectual and spiritual needs of all. Adoption of the 1989 Convention on the Rights of the Child has brought a change in the understanding of the children's rights, whereupon the active role of the child as the holder of her/his own rights has become recognized as well as the philosophy of inclusion, which provides equal opportunities for all children and ensures the growth and development in accordance with the individual abilities of every child. The aim of this paper is to examine how children and childhood are presented in the documents on children's rights, with an emphasis on the active role of the child and protective attitude towards the child. The paper also seeks to examine in what way and to what extent the fundamental inclusive principles are represented in the documents on children's rights. The results of a qualitative descriptive analysis of documents indicate that although relevant literature promotes the role of the child as an active participant and a holder of her/his own rights, the aforementioned concept needs to be further developed.