« Sumário


Liv­ing among migrants con­fronts us with the pos­si­bil­i­ty of look­ing at our­selves. It is not a mat­ter of accept­ing them, but of being in their place. Since 2006 the ped­a­gogy of emer­gence seeks to treat two of deep wounds that migrant chil­dren expe­ri­enced in sit­u­a­tions of war or calami­ty: their trau­mas and griefs. This arti­cle aims to inves­ti­gate how a civ­il soci­ety move­ment became a suc­cess­ful edu­ca­tion­al case and how inter­na­tion­al human­i­tar­i­an and inter­na­tion­al human rights law legal frame­work could sup­port this ini­tia­tive. “I am the oth­er” (Rim­baud).

KEYWORDS: Human Rights. Inter­na­tion­al Law. Inter­na­tion­al Human­i­tar­i­an Law. Gene­va Con­ven­tions. UN Con­ven­tion on Rights of Child. Refugee Cri­sis. Edu­ca­tion as a Basic Human Right. Right to Edu­ca­tion. Right to Edu­ca­tion for Refugee Chil­dren. Emer­gency Ped­a­gogy. Civ­il Soci­ety Advo­ca­cy on Human Rights. Martens Clause.

DATA DE SUBMISSÃO: 7/12/2018 | DATA DE APROVAÇÃO: 20/12/2018


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