1,720,989 research outputs found
Educare in tempo di crisi. L’attualità del sistema pedagogico di Freinet nella prospettiva dell’inclusione
No full textThe COVID-19 Pandemic has shed light on the critical aspects of distance learning, especially with regard to the quality of the rela- tionship between teachers and pupils and among pupils, particu- larly in relation to ensuring inclusive processes. The measures taken
857 |Studi
Panel 6 | Paola Aiello, Fausta Sabatano
by the Italian government to contain the Pandemic have had sig- nificant consequences on the education system. If, on the one hand, the widespread use of distance learning (DAD) has guaran- teed a certain degree of continuity, on the other hand, the feelings of anguish and distrust towards the others for fear of contagion re- sulted in the loss of physical contact, proximity and closeness. So- ciability and cooperation, essential elements to ensure the quality of learning and inclusion, have become even more difficult to achieve. In this article we intend to recall the figure of one of the co-founders of the International League for New Education, Cè- lestine Freinet, identifying in her educational proposal possible in- terconnections with special pedagogy and didactics. This choice is related to the desire to underline the value of the studies related to cooperative pedagogy and to offer a useful contribution to reflect on the role of the group in the teaching-learning processes, in par- ticular with respect to the inclusion of pupils with Special Educa- tional Needs
Il "limite" come sfida nelle relazioni interpersonali e interculturali
No full textLa tematica del "limite" investe il mondo dell'educazione. Il limite va inteso come sfida all'oltrepassamento. In questa prospettiva l'educazione, attraverso la relazionalità che si fa sostegno e progettualità per le persone e le comunità, ha il compito di sollecitare il coraggio di affrontare le difficoltà e di individuare le vie dell'oltrepassamento condiviso dei limiti, accettando anche il fatto che alcuni sono di fatto invalicabili
Ripensare la famiglia in dialogo coi contesti: costruire strumenti di rinnovata pensabilità e di trasformazione esistenziale
No full textIl saggio si interroga sulle trasformazioni dei legami e delle morfologie familiari, sui bisogni umani di cura, protezione, educazione che la famiglia fa sempre più fatica a soddisfare e sulla necessità che l'educazione non rinunci a costruire contesti accoglienti nel segno della cultura dei diritti - specie dei soggetti più fragili - che garantiscano una qualità di relazioni a sostegno della crescita individuale e collettiva
Essere, Soggettività ed Educazione. Lévinas per una fondazione filosofica della relazione educativa
No full textLa relazione educativa come laboratorio di dialogo: fare esperienza e riflettere su ciò che si fa
No full textAs human beings we are requested to proprely develop our humanty, and this needs care, needs training and needs knowledge, feeling and a proper behaviour. Body is the first patency of our existence, it is our resource to exercise, get real what we feel and think. Present issue shows an effort about how to investigate and set real training resources: knowledge let alone doesn’t mean expertise or proficiency, knowledge let alone doesn’t bear action and trasformation, knowledge without practice doesn’t mean at all. Education through gesture is a sort of model to train whoever involved with education to acquire knowledge in terms of inquiry (rekindle the zest for asking about meaning of what we simply call “the life”), to train how to do and to do it properly (being real witness of our knowledge), to train how to support others in their process of inquiry, training and proficiency.
Laboratory, Bodiliness, Relation, Expressiveness, Reflectivity
ENVIRONMENT, BODY, DISCOMFORT. EDUCATIONAL ACTIONS AND INCLUSION PRACTICES.
No full textWithin several neighbourhoods and areas in Campania, criminal phenomenology has caused living conditions characterized by violence, abandonment, neglect and deprivation. These dimensions neither represent exceptional events, nor they only refer to the external envi-ronment, to what is outside, but then they correspond to everyday experiences and are related to the internal environment. When these children live in other contexts, their knowledge structures and emotional world, developed within these scenarios, tend to embody their suffering in attitudes of violence, rejection, closure. Therefore, in an environment that has become an obstacle to their development, a great pedagogical challenge concerns the edu-cability of everyone is at risk
“Fa quel che può, quel che non può non fa”. Alberto Manzi, maestro di inclusione
No full textIf Pedagogy of Inclusion may be contemplated as a pedagogy of the boarders, advocating the struggle for rights, dialogue and confrontation between differences, then, in Italy, Alberto Manzi may be considered as one the its most significant witnesses. What's the pedagogical heritage he left? May the theoretical and methodological elements, arising from his experiences as a teacher, be considered still relevant today? May they suggest educational paths usefull for challenges that Pedagogy of Inclusion faces? In this article, an attempt will be made to answer these questions, proposing a historical‐biographical and conceptual reconstruction of Alberto Manzi and dialoguing with his experience, rereading it from an inclusive perspective
L’inclusione dei ragazzi e delle ragazze con disabilità in contesti multiproblematici. Il contributo della fenomenologia nel Progetto Casa Raul
No full textThe contribution, starting from a reflection on the care relationship
as a privileged place of inclusion in multiproblem contexts, refers to
a longitudinal research-action work that has led over the course of
18 years to the creation of a housing community, Casa Raul, which
welcomes boys and girls with disabilities. Disability is often a condition
linked to generalizations, categories, specific problematic configurations
and precise causes: yet there is no such thing as one story
equal to another because, although similar in the recurrence of certain
elements, the stories pass through subjectively and inter-subjectively
constructed ways of dealing with the passages and difficulties of life.
The research is part of the phenomenological-hermeneutic approach,
focusing on the interpretations that subjects give to events and experiences,
which are investigated with respect to the meanings attributed to
them. The phenomenological methodology has in fact represented and
still represents the theoretical compass to navigate the rough waters of
inclusion in multiproblem contexts, guiding the educational practices
that are the subject of this research
Educating in Multiproblem Contexts: the Pedagogical Project of the Citadel Of Inclusion
No full textThe aim of the research work is to reflect on how inclusion can take place in multiproblem contexts such as Campania, where socio-political, health and environmental difficulties are added up. To address this purpose, it reports an action-research that, in over 15 years, led to the rise of the Citadel of Inclusion, where people with several difficulties (women and young people who serve a term of imprisonment, children and adolescents who come from camorra contexts, children with disabilities, unaccompanied minors) live together to carry out a project where each other frailties are an educational resource for the whole community. The research is part of the phenomenological-hermeneutic approach and identifies its focus on a care relationship as a privileged place of inclusion. The aim is to identify any fundamentals of transferability in contexts with similar critical social and educational issues after documenting the educational action, evaluating its effectiveness and systematizing choices method selection
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