With this essay I intend to focus my intervention on a topic that is highly current in the contemporary world such as that of childhood denied. In fact, the child as a person is the subject of rights, inviolable and non-negotiable that must be protected and not violated. In fact, we can not remain indifferent and neutral in the face of serious news events and the numerous forms of exploitation that are daily on the agenda in the world. I need ethically and from the pedagogical point of view to choose to be on the side of children who, unfortunately, are oppressed, maltreated, enslaved, commodified, exploited and often reduced to an object of exchange as in the traffic of organs for profit. Duties towards childhood denied, and therefore against all children and girls whose rights are proclaimed in the cards but substantially denied, need the rediscovery and the notion of obligation, so dear to Simone Weil and that refers to the category of responsibility. The categories of obligation, social responsibility and moral must connote the professional identity of the educator in the protection and protection of the rights of the child, so that education in this sense is attentive to the world, to the values and the various situational contexts in a society, like ours, more and more aimed at economic success and always less interested in protecting the weakest, the most fragile and the least: (see Such-Pyrgiel, 2018, pp. 148–152; Graca, Such- -Pyrgiel, 2018, pp. 73–80; Such-Pyrgiel, 2018, pp. 163–170).