The paper focuses on the cultural and anthropological models that are implicit in the educators’ actions, defining their structures, processes, limits and possibilities. Starting from a map of these models, it shows their diffusion in educational and social contexts, and their presence in the educators’ actions and thoughts. Moreover, it highlights how they can affect the educational experience in an emancipatory way or not. Awareness of these implicit models and reflexivity on their effects are indicated as essential competences for the development of the educators’ professionalism. Enhancing these competences is important nowadays, in a social scenario that needs to generate cultural paradigms and anthropological and pedagogical models that are capable to take into account the complexity and the contradictions of our contemporaneity.
Il saggio propone una riflessione sui modelli culturali e antropologici che soggiacciono, per lo più inconsapevolmente, all’agire educativo individuale, contribuendo a determinarne le forme, le modalità, i limiti e le possibilità. A partire da una sorta di mappatura di tali modelli, il saggio mostra come essi siano diffusi nei contesti educativi e interiorizzati dai singoli educatori, influenzando gli effetti (più o meno emancipativi) delle stesse esperienze educative. La consapevolezza della presenza di tali modelli impliciti, e quindi lo sviluppo della riflessività, sono indicate come competenze essenziali per la professionalità educativa. Lo sviluppo di tali competenze è particolarmente importante oggi, in uno scenario sociale che necessita di elaborare paradigmi culturali e quindi modelli antropologici e pedagogici all’altezza della complessità e delle contraddizioni della contemporaneità.
Palmieri, C. (2016). L'agire educativo: verso un nuovo paradigma. In L. Perla, M.G. Riva (a cura di), L'agire educativo (pp. 17-29). Brescia : La Scuola.
L'agire educativo: verso un nuovo paradigma
PALMIERI, CRISTINAPrimo
2016
Abstract
The paper focuses on the cultural and anthropological models that are implicit in the educators’ actions, defining their structures, processes, limits and possibilities. Starting from a map of these models, it shows their diffusion in educational and social contexts, and their presence in the educators’ actions and thoughts. Moreover, it highlights how they can affect the educational experience in an emancipatory way or not. Awareness of these implicit models and reflexivity on their effects are indicated as essential competences for the development of the educators’ professionalism. Enhancing these competences is important nowadays, in a social scenario that needs to generate cultural paradigms and anthropological and pedagogical models that are capable to take into account the complexity and the contradictions of our contemporaneity.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.