The aim of this contribution is to analyse the condition of the subject, who has been immersed since birth in a pluriverse of historical, cultural, social, psychological and educational stratifications conveyed by the context of their upbringing and care, which have their roots in the previous generations. These have a deep influence in visible and invisible forms at transgenerational level on the descendants. It is asked whether there are margins to make spaces for manoeuvres in the family for the subject of such an inheritance. Education has studied the ways and the practices through which the subject is brought up and formed in their surroundings, internalizing what they have experienced in inter-subjective relations in the historical and social environment. At the same time, education has also built up a theoretical and methodological apparatus to plan and produce learning paths aimed at the formative development of the educational experiences undergone and the critical reinterpretation of transgenerational inheritances. This methodology creates the conditions to extend the margins of manoeuvre by the subject, fostering their separateness.

In questo contributo si vuole analizzare la condizione del soggetto, immerso fin dalla nascita in un pluriverso di stratificazioni storiche, culturali, sociali, psicologiche, educative veicolate dal contesto di allevamento e cura, che trovano le loro radici nelle generazioni precedenti. Queste influenzano profondamente in forme visibili e invisibili a livello transgenerazionale i discendenti. Ci si interroga se ci siano margini per effettuare degli spazi di manovra in famiglia per il soggetto di tale eredità. La pedagogia ha studiato i modi e le pratiche attraverso cui il soggetto viene educato e si forma nel suo contesto, interiorizzando quanto sperimenta nelle relazioni intersoggettive nell’ambiente storico e sociale. Nello stesso tempo la pedagogia ha anche costruito un apparato teorico e metodologico per la progettazione e la predisposizione di percorsi formativi volti all’elaborazione formativa delle esperienze educative attraversate e la rilettura critica delle eredità transgenerazionali. Tale metodologia crea le condizioni per ampliare i margini di manovra da parte del soggetto, promuovendo una propria separatezza.

Riva, M. (2021). ‘’Il soggetto tra eredità familiare transgenerazionale e tensione emancipatrice’’. CIVITAS EDUCATIONIS, 10(2), 113-130.

‘’Il soggetto tra eredità familiare transgenerazionale e tensione emancipatrice’’

Riva Maria Grazia
2021

Abstract

The aim of this contribution is to analyse the condition of the subject, who has been immersed since birth in a pluriverse of historical, cultural, social, psychological and educational stratifications conveyed by the context of their upbringing and care, which have their roots in the previous generations. These have a deep influence in visible and invisible forms at transgenerational level on the descendants. It is asked whether there are margins to make spaces for manoeuvres in the family for the subject of such an inheritance. Education has studied the ways and the practices through which the subject is brought up and formed in their surroundings, internalizing what they have experienced in inter-subjective relations in the historical and social environment. At the same time, education has also built up a theoretical and methodological apparatus to plan and produce learning paths aimed at the formative development of the educational experiences undergone and the critical reinterpretation of transgenerational inheritances. This methodology creates the conditions to extend the margins of manoeuvre by the subject, fostering their separateness.
Articolo in rivista - Articolo scientifico
Tradition, Education, Separateness
Tradizione, Formazione, Separatezza
Italian
2021
10
2
113
130
none
Riva, M. (2021). ‘’Il soggetto tra eredità familiare transgenerazionale e tensione emancipatrice’’. CIVITAS EDUCATIONIS, 10(2), 113-130.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/328462
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