A quality school, today, to be "good" can no longer respond alone to the new educational needs emerging from today's increasingly complex and "liquid" society. If for some time now schools have been showing difficulties in coping with the heterogeneity of a clientele that, in addition to education, asked for relational help and educational support in a broad sense, today Covid-19 has brought this to light in all its tragic nature: school dropouts, educational poverty, personal and family existential fragility are just some of the ways through which an increasingly widespread malaise takes shape as much in educational institutions as in families and territories. To cope with this complex and changing scenario, the presence of socio-pedagogical educators and pedagogists in schools presents itself as an educational, social and existential necessity. Their role, in fact, is to work alongside teachers to act as a bridge between subjects in training and teachers, school, family and territory, to respond to the new educational emergencies, that is, school dropout and discomfort in their various forms, and to orient young people by promoting awareness regarding personal limits and potential, needs and desires, also in order to understand how they can find their own place in the world of work. With this in mind, iI August 27, 2020, in the midst of the pandemic emergency, the then Minister of Education signed a memorandum of understanding with the Professional Associations of Educators and Pedagogists, CUNSF (National University Conference of Education Sciences) and SIPED (Italian Society of Pedagogy) for the activation of projects aimed at promoting education in schools for civil, social and solidarity coexistence as an integral part of the educational offer. Today, IORI Bill 2313/2021 stands in this perspective. The contribution of the Siped Working Group "Educators and Pedagogists. Research, action, profession" aims to highlight the potential that the presence of Educators and Pedagogists can develop in schools, delving into the contents of the aforementioned normative documents with regard to: 1) the dissemination of a new formative culture of the school in which teachers, educators and pedagogists, in collaboration with other professional figures, build a school capable of reading the different social and personal needs submerged and expand the range of possible responses, concretely promoting social inclusion; 2) the prevention of situations of difficulty or malaise, replacing the logic of emergency with the logic of co-planning; 3) the enhancement of territorial educational resources, non-formal and informal, in order to build networks capable of promoting and supporting the skills of the kids*; 4) the promotion of collaboration among different educational agencies aimed at young people and their families, both in planning and intervention among educational agencies.

Una scuola di qualità, oggi, per essere “buona” non può più rispondere da sola ai nuovi bisogni educativi emergenti dall’attuale società, sempre più complessa e “liquida”. Se già da tempo la scuola mostrava difficoltà a far fronte all’eterogeneità di un’utenza che oltre all’istruzione chiedeva aiuto relazionale e supporto formativo in senso ampio, oggi il Covid-19 ha fatto emergere tutto ciò in tutta la sua tragicità: dispersione scolastica, povertà educativa, fragilità esistenziali personali e familiari sono solo alcune delle modalità attraverso cui un disagio sempre più capillarmente diffuso prende corpo tanto negli istituti scolastici quanto nelle famiglie e nei territori. Per far fronte a questo complesso e mutevole scenario, la presenza di educatori socio-pedagogici e pedagogisti nella scuola si presenta come una necessità educativa, sociale ed esistenziale. Il loro ruolo, infatti, è di affiancamento agli insegnanti per far da ponte tra soggetti in formazione ed insegnanti, scuola, famiglia e territorio, per rispondere alle nuove emergenze educative, cioè dispersione scolastica e disagio nelle loro varie forme, e per orientare i giovani promuovendo consapevolezza riguardo a limiti e potenzialità personali, bisogni e desideri, anche al fine di comprendere come poter trovare un proprio posto nel mondo del lavoro. In quest’ottica, iI 27 agosto 2020, in piena emergenza pandemica, l’allora Ministro della Pubblica Istruzione ha firmato un protocollo d’intesa con le Associazioni Professionali di Educatori e Pedagogisti, la CUNSF (Conferenza Universitaria Nazionale di Scienze della Formazione) e la SIPED (Società Italiana di Pedagogia) per l’attivazione di progetti finalizzati a promuovere nelle scuole l’educazione alla convivenza civile, sociale e solidale quale parte integrante dell’offerta formativa. Oggi la proposta di legge IORI 2313/2021 si pone in questa prospettiva. Il contributo del Gruppo di lavoro Siped “Educatori e Pedagogisti. Ricerca, azione, professione” intende evidenziare le potenzialità che la presenza degli Educatori e dei Pedagogisti può sviluppare nelle scuole, approfondendo i contenuti dei suddetti documenti normativi relativamente a: 1) la diffusione di una nuova cultura formativa della scuola in cui insegnanti, educatori e pedagogisti, in collaborazione con altre figure professionali, costruiscano una scuola in grado di leggere i differenti bisogni sociali e personali sommersi e di ampliare il ventaglio delle risposte possibili, promuovendo concretamente inclusione sociale; 2) la prevenzione di situazioni di difficoltà o malessere, sostituendo alla logica dell’emergenza la logica della co-progettazione; 3) la valorizzazione delle risorse educative territoriali, non formali e informali, al fine di costruire reti capaci di promuovere e supportare le competenze dei/delle ragazz*; 4) la promozione della collaborazione fra diverse agenzie educative rivolte ai giovani e alle loro famiglie, sia in sede progettuale che di intervento fra le agenzie educative.

Calaprice, S., Palmieri, C. (2022). La scuola e le nuove emergenze: le ragioni del Protocollo tra Associazioni Professionali degli educatori e dei pedagogisti, la CUNSF e il MIUR e della proposta di legge Iori 2313/2021. In M. Fiorucci, E. Zizioli (a cura di), La formazione degli insegnanti: problemi, prospettive e proposte per una scuola di qualità e aperta a tutti e tutte (pp. 733-736). Lecce : Pensa Multimedia.

La scuola e le nuove emergenze: le ragioni del Protocollo tra Associazioni Professionali degli educatori e dei pedagogisti, la CUNSF e il MIUR e della proposta di legge Iori 2313/2021

Palmieri, C
2022

Abstract

A quality school, today, to be "good" can no longer respond alone to the new educational needs emerging from today's increasingly complex and "liquid" society. If for some time now schools have been showing difficulties in coping with the heterogeneity of a clientele that, in addition to education, asked for relational help and educational support in a broad sense, today Covid-19 has brought this to light in all its tragic nature: school dropouts, educational poverty, personal and family existential fragility are just some of the ways through which an increasingly widespread malaise takes shape as much in educational institutions as in families and territories. To cope with this complex and changing scenario, the presence of socio-pedagogical educators and pedagogists in schools presents itself as an educational, social and existential necessity. Their role, in fact, is to work alongside teachers to act as a bridge between subjects in training and teachers, school, family and territory, to respond to the new educational emergencies, that is, school dropout and discomfort in their various forms, and to orient young people by promoting awareness regarding personal limits and potential, needs and desires, also in order to understand how they can find their own place in the world of work. With this in mind, iI August 27, 2020, in the midst of the pandemic emergency, the then Minister of Education signed a memorandum of understanding with the Professional Associations of Educators and Pedagogists, CUNSF (National University Conference of Education Sciences) and SIPED (Italian Society of Pedagogy) for the activation of projects aimed at promoting education in schools for civil, social and solidarity coexistence as an integral part of the educational offer. Today, IORI Bill 2313/2021 stands in this perspective. The contribution of the Siped Working Group "Educators and Pedagogists. Research, action, profession" aims to highlight the potential that the presence of Educators and Pedagogists can develop in schools, delving into the contents of the aforementioned normative documents with regard to: 1) the dissemination of a new formative culture of the school in which teachers, educators and pedagogists, in collaboration with other professional figures, build a school capable of reading the different social and personal needs submerged and expand the range of possible responses, concretely promoting social inclusion; 2) the prevention of situations of difficulty or malaise, replacing the logic of emergency with the logic of co-planning; 3) the enhancement of territorial educational resources, non-formal and informal, in order to build networks capable of promoting and supporting the skills of the kids*; 4) the promotion of collaboration among different educational agencies aimed at young people and their families, both in planning and intervention among educational agencies.
Capitolo o saggio
School, Professional Associations, Educators, Pedagogists
scuola, associazioni professionali, educatori, pedagogisti
Italian
La formazione degli insegnanti: problemi, prospettive e proposte per una scuola di qualità e aperta a tutti e tutte
Fiorucci, M; Zizioli, E
2022
9788867609444
Pensa Multimedia
733
736
Calaprice, S., Palmieri, C. (2022). La scuola e le nuove emergenze: le ragioni del Protocollo tra Associazioni Professionali degli educatori e dei pedagogisti, la CUNSF e il MIUR e della proposta di legge Iori 2313/2021. In M. Fiorucci, E. Zizioli (a cura di), La formazione degli insegnanti: problemi, prospettive e proposte per una scuola di qualità e aperta a tutti e tutte (pp. 733-736). Lecce : Pensa Multimedia.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/392629
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