Imaginaries and practices of Children`s Rights in the formation of first-infancy teachers

Abstract

This paper is a reflection on the three areas of strain for a conception of children`s rights in Chile. A first area of tension is, related to the absence of coherent project for infancy to include policies in formal education system and a long-term direction for this sector in the country. A second area of tension lies on the inconsistency shown between the discourse on children`s rights, and the actions on children in the educational system. This is based on the inconsistency that seems to exist between the enunciation of children`s rights and a lack of efficiency in such discourse as areas of violence remain in the first infancy education. A third area of this tension relates to the absence of an education system that will allow teaching students to develop a degree of autonomy and formation promoting a commitment with infancy and children’s rights.