La participación infantil en la construcción de la ciudadanía
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2022-09-22
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Pontificia Universidad Católica del Perú
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El presente artículo se basa en una recopilación de las principales discusiones en
torno a la participación infantil y sus vínculos con la construcción de ciudadanía. Se
inicia este recorrido a partir de los años 90s, destacando las principales
percepciones y representaciones en torno a la participación ciudadana de los niños
y niñas, las mismas que se caracterizaban por su constante invisibilización.
Asimismo, es importante señalar que la aprobación de la normativa como la
Convención de los Derechos del Niño, ha ocasionado debates sobre la promoción
del derecho a participar en las y los niños. A partir de las diversas discusiones
generadas por el documento, se empieza a analizar los discursos y los contextos.
También, dentro de la investigación se encuentra un tema relevante sobre las
prácticas democráticas, las cuales se ubican en dos contextos: escuela y sociedad.
Por otro lado, todas estas percepciones ubicadas en diversas situaciones
participativas, permite que se aborden las concepciones de ciudadanía, y con ello
vincularla en la misma práctica participativa. Finalmente, al conocer los puntos de
vista sobre participación y ciudadanía, se encuentran diversas propuestas y
proyectos realizados en gobiernos locales e internacionales en diferentes contextos,
tanto en los espacios públicos como también en las escuelas. Pero para entender
las razones sobre estas prácticas ciudadanas, es importante conocer sobre la
iniciativa de la “Ciudad de los niños”. Esta misma, que trasciende en diferentes
países tales como España, Portugal, Colombia, País vasco, Noruega, Reino Unido,
Escocia y Perú, con el fin de promover ejercicios de ciudadanía a través de las
prácticas participativas de los niños y niñas.
This article gathers a collection of the key discussions surrounding child participation and its connection to the construction of citizenship. We began this journey from the 90s, highlighting the main perceptions and representations around citizen participation of boys and girls, which were characterized by their constant gloom. However, it is important to point out that the approval of regulations such as the Convention on the Rights of the Child, has led to debates on the promotion of the right to participate in children. In order to analyze the discourses and contexts, one should analyze the various discussions generated by the document. Likewise, within this research, there is a relevant topic on democratic practices, which are located in two contexts: school and society. On the other hand, all these perceptions located in various participatory situations, allow me to address the conceptions of citizenship, and thereby link it in the same participatory practice. In conclusion, after knowing the differing viewpoints on participation and citizenship, it seems pertinent to me to relate these perspectives to the experiences and initiatives of proposals and programs carried out internationally and locally in different contexts, as well as in schools. But I think that, in order to understand the reasons for these citizen practices, it is important to know about the initiative of the "City of children. This transcends in different countries such as Spain, Portugal, Colombia, the Basque Country, Norway, the United Kingdom, Scotland and Peru, in order to promote citizenship exercises through the participatory practices of children.
This article gathers a collection of the key discussions surrounding child participation and its connection to the construction of citizenship. We began this journey from the 90s, highlighting the main perceptions and representations around citizen participation of boys and girls, which were characterized by their constant gloom. However, it is important to point out that the approval of regulations such as the Convention on the Rights of the Child, has led to debates on the promotion of the right to participate in children. In order to analyze the discourses and contexts, one should analyze the various discussions generated by the document. Likewise, within this research, there is a relevant topic on democratic practices, which are located in two contexts: school and society. On the other hand, all these perceptions located in various participatory situations, allow me to address the conceptions of citizenship, and thereby link it in the same participatory practice. In conclusion, after knowing the differing viewpoints on participation and citizenship, it seems pertinent to me to relate these perspectives to the experiences and initiatives of proposals and programs carried out internationally and locally in different contexts, as well as in schools. But I think that, in order to understand the reasons for these citizen practices, it is important to know about the initiative of the "City of children. This transcends in different countries such as Spain, Portugal, Colombia, the Basque Country, Norway, the United Kingdom, Scotland and Peru, in order to promote citizenship exercises through the participatory practices of children.
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Participación social--Niños, Ciudadanía--Educación, Educación cívica--Estudio y enseñanza--Perú
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