Along the second modernity, childhood, as a social construction, has undergone reinstatement processes that question the representations and images of children that have prevailed over last two hundred years. An analysis of the (re) construction of the social identities and childhood subjectivity thus constitute a theoretical task of the most contemporary exigence. Nevertheless, even though a global consensus about children's rights has been constructed, the increase of factors and conditions that exclude the youngest generations from social rights and citizenship, induced by this reinstatement process of childhood, is here emphasized. This paper lists some of the main indicators of exclusion, considering different structural spaces, and pinpoints some turning points through which the construction of a school education centered on the active affirmation of the children's rights could be attained.
Childhood; Social exclusion; Education; Citizenship
