Argumente pedagogice pentru dezvoltarea competenţelor în cadrul disciplinei gândire critică şi drepturile copilului
Pedagogical arguments for the development of competences in Critical thinking and child rights discipline

Summary/Abstract: The paper analyses the opportunity of introducing new social sciences into the curriculum documents from Romania at the secondary level. The introduction of these disciplines, and specifically of Critical Thinking and Children Rights at the 5th grade, demonstrates the national concern of developing cross-curricular competences, for example intellectual skills, used in relation to educational realities characterized by globality and universality. Although the theme of children’s rights is studied since preschool and primary education, it generates at the secondary level possible reflections and epistemological frameworks that determine interrogations. The title of this subject in the context of curriculum from secondary education commits to empowering teachers on the use of consistent teaching, learning and assessment strategies. Similarly, it determines the vertical and horizontal coherence examined in the context of new experiential framing for realization of social education. Regarded as an aim itself or as a value context to detect the procedural knowledge about children’s rights, citizenship, intercultural and economic-financial, social education must begin with critical thinking analyses by being filtered in terms of objectives and contents.

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