This is why we want to address our work with impact on the various realities contemplated in the Rights of the Child. We will point out the following examples:

Principle 1

The child shall enjoy all the rights set forth in this Declaration. Every child, without any exception whatsoever, shall be entitled to these rights, without distinction or discrimination on account of race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status, whether of himself or of his family.

In Entreculturas we promote a bilingual intercultural education programme with gender equity in  the rural schools in Peru. The beneficiaries of this project are all the students and teachers of the State rural network in Moro (Ancash) and Quisquipanchi (Cuzco).
 

Principle 3

The child shall be entitled from his birth to a name and a nationality.

The project of investigation and legal assistance to families for the recovery of missing children during the armed conflict in El Salvador, tries to restore their right to a name and a nationality. The kidnapping of children was a dramatic practice during the dictatorship. The Probúsqueda Association tries to find these children by investigating the cases. We try to restore them materially and morally. This project also tries to promote reconciliation in the country creating a peace culture. 

Principle 4

The child shall enjoy the benefits of social security. He shall be entitled to grow and develop in health; to this end, special care and protection shall be provided both to him and to his mother, including adequate pre-natal and post-natal care. The child shall have the right to adequate nutrition, housing, recreation and medical services.

In order for education to be effective, the child needs adequate nutrition conditions and an environment with a certain degree of social stability. This is taken into account in the nutrition programme for schools that Entreculturas promotes in Guatemala (the second Latin American country with higher under nourishment index). The project seeks to improve nutrition and permanence of the 1.900 children in school in the Departments of Chiquimula and Totonicapán, by giving them a school breakfast and raising awareness among parents.

Principle 5

The child who is physically, mentally or socially handicapped shall be given the special treatment, education and care required by his particular condition.

We support Fe y Alegría Bolivia which has special classrooms to include children with handicaps in education and thus end their isolation. These classrooms are included in the schools and are equipped with the appropriate materials, books and toys for these children. The work begins with detection, diagnosis, intervention, capacitating and accompaniment throughout six Departments with extreme poverty: La Paz, Oruro, Potosí, Chuquisaca, Cochabamba and Tarija. The beneficiaries are a total of 2.500 children between 4 and 12 years old.

Principle 7

The child is entitled to receive education, which shall be free and compulsory, at least in the elementary stages. He shall be given an education which will promote his general culture and enable him, on a basis of equal opportunity, to develop his abilities, his individual judgement, and his sense of moral and social responsibility, and to become a useful member of society.

The best interests of the child shall be the guiding principle of those responsible for his education and guidance; that responsibility lies in the first place with his parents.

The child shall have full opportunity for play and recreation, which should be directed to the same purposes as education; society and the public authorities shall endeavour to promote the enjoyment of this right.

The right to education is the central work of Entreculturas. We consider it the best tool for personal end group transformation and the best strategy for the population's self development. As an example, the Community Cultural Centre is an initiative in Brazil, together with Fe y Alegría, as an alternative to the violence context which the children of Rio de Janeiro grow up in. The production and diffusion of their work reduces their personal risk situation and encourages the engagement of children, youth and adults with education, reading and writing.