El derecho a la educación en el marco de los derechos del ni？o en América Latina: una perspectiva comparada

this article analyzes, in first place, the process of implementing children's rights; and in second place, the codes of childhood. the text centers on the right to education and educational objectives during the period from 2000 to 2010. the study uses katarina tomasevski's categories of analysis (availability, accessibility, acceptability, and adaptability), to confirm the legal compliance of indicators that define the right to education. in conclusion, the observation is that legislators have an educational perception that has surpassed the traditional focus in the field of rights: children are considered as individuals with rights. in addition, national codes show inconsistencies with the convention on the rights of the child.