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Today children's rights occupy an increasingly prominent place on the EU legal and policy agenda. The promotion and protection of the rights of the child is now an objective of the EU as set out in Article 3.3 of the Treaty on European Union. The rights of the child are also enshrined in the article 24 of the Charter of Fundamental Rights of the European Union. The EU has now many legislative documents and non-legislative acts related to children's rights or that may have the potential to impact on children's life. This Phd thesis analyzes the nature, scope and value of EU measures in relation to children in two main areas : child protection and juvenile criminal justice. It investigates if there is an added value of children's rights at EU level and it also makes some suggestions to improve the promotion and protection of children's rights in the EU. ; Aujourd'hui les droits des mineurs occupent une place de plus en plus importante dans l'agenda juridique et politique de l'UE. La promotion des droits de l'enfant représente maintenant un objectif de l'UE, consacré dans l'article 3, paragr. 3, du Traité sur l'Union européenne. Les droits de l'enfant sont également cristallisés dans l'article 24 de la Charte des droits fondamentaux de l'Union européenne. Actuellement l'Union européenne dispose de nombreux actes législatifs et de documents non législatifs relatifs aux droits des mineurs ou qui peuvent avoir des répercussions indirectes sur la vie des enfants. Ce travail analyse la nature, la portée et la valeur des mesures de l'UE dans deux domaines principaux : la protection des enfants et de leurs droits et la justice pénale des mineurs. Le but de la recherche a été d'examiner jusqu'à quel point on peut parler d'une valeur ajoutée de la promotion des droits des enfants au niveau de l'UE, par rapport au niveau national et international et également celui de proposer de nouvelles solutions pour améliorer la promotion et la protection des droits des enfants dans l'Union européenne. ; Al giorno d'oggi, i diritti dei ...

Sommaire: 1. Le contexte général. – 2. La mise en œuvre de Brexit au Royaume-Uni. – 3. La position du Gouvernement britannique relative à la coopération judiciaire en matière civile et pénale après le Brexit. – 3.1. Le droit pénal et la coopération policière. – 3.2. Le droit civil et familial. – 4. La position de la Commission européenne. – 5. L'accord sur le retrait. – 6. La Déclaration politique. – 7. Analyse.

The question about education, and about which model of education, belongs to society and moves from it, as well as the answer must go back to society again: education to complexity, critical thinking, responsibility for choices are all possible answers. In other words, we comprehend education as active citizenship, and by citizenship we mean a condition based on respect for oneself, respect for the others and the rules of any community. It is a cultural attitude built on values such as civil and political commitment, and an ethical dimension that implies the conviction that without choice and responsibility there can be no authentic social justice; it is a sense of belonging to democracy and democratic practice as well, where we believe democracy to be the result of opposition first, mediation later. This should be the task of the public School system, and to accomplish this task it is necessary to draw on the cultural richness that comes from its pluralism: this can be done by trained teachers, available to comparison, who know how to dismantle and reassemble disciplinary knowledge and soft skills in an epistemologically correct way, in order to meet the diversified learning needs, providing tools for interaction with reality. This kind of School, therefore, must be considered as an ethical place of education and citizenship, which guides change and transformative processes, inspired by new cultural, social, psycho-pedagogical and organizational models: a School which, as a public service, is already part of a pedagogical and political project. ; La domanda sull'educazione, e su quale modello di educazione, appartiene alla società, è mossa dalla società, così come ad essa deve tornare la risposta: educare alla complessità, al pensiero critico, alla responsabilità delle scelte sono le risposte possibili. In altre parole, consideriamo l'educazione come cittadinanza attiva, intendendo per cittadinanza una condizione definita, fondata sul rispetto di sé, degli altri e delle regole della comunità. Si tratta di un ...

This volume collects some of the contributions presented at the Italian session of the International Social Work Education and Development Online (ISWED 2021) conference, jointly organised by the International Association of Schools of Social Work (IASSW), and the International Council of Social Welfare (ICSW) and, for the Italian language sessions, by the National Foundation of Social Workers.
Its aim is to contribute to the debate that was opened with the creation of the Global Agenda, an initiative taken by the three international organisations in the 2010/2020 decade and renewed for the 2020/2030 decade. In particular, the volume offers reflections on the role of social work in promoting human relations, justice and social solidarity, showing how research, training and professional practice can have an impact in translating the goals guiding the Global Agenda into practice.
While the first eight chapters deal specifically with the Italian context and address different themes, such as social work in the face of social emergency, qualitative research as a means of reconstructing social action, perspectives in decision-making processes for the protection of minors, and reciprocity in the exchange between social work and the homeless, the agapic relationship in social work, the production of knowledge in the process of aid, and finally the practices of training in Italian universities, the ninth chapter is dedicated to a historical analysis of social service and training in the State of Espirito Santo in Brazil.
Keywords: social work, social justice, social solidarity, human relations, global agenda
We believe that this volume can offer an articulate and complex panorama of what is being debated and realised in contemporary social work and can be of interest to all those who,
teachers, students, professionals working in the social field.