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Abstract
The article focuses on the topic of "adultized" children seen as an expression of a "subtle violence" that Western society plays against new generations. After defining the concept of subtle violence, the article analyses those situations in which childhood risks its disappearance and in which children are treated as "little adults". What are the challenges this trend poses to the pedagogical thinking? And which are the trajectories that, starting from both micro and macro analysis, can be pursued so that adult society can guarantee the protection and respect of children rights, first of all, the right to have a childhood? Conclusions try to answer – albeit not exhaustively – to these questions, outlining some epistemological paths in order to overstep the great paradox of a ‘'dumb childhood" and for the recognition of its right to be respectfully cared.
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