The article focuses attention on rethinking educational models in the 2030 perspective, it refers to citizenship and deepens the role of guidance within a theoretical-methodological framework that recognizes the centrality of care, reflexivity, autobiographical narration. and it is inspired by the constructivist paradigm of Life designing (Savickas et al., 2009). Educating for citizenship is a crucial epistemological challenge for the affirmation of generative knowledge. In this perspective and on the basis of a review of the literature on the subject, the attempt is to isolate some essential elements for the construction of educational experiences useful for the formation of future citizens. By redefining the learning environments and assuming longlife learning as a generative strategy of experience, it is possible to conceive methods and toolsof actionbased on the centrality of the process of signification of the individual narrative reality and on the cultivation of thinking for the search for essenceand for analysis of lived experience. The hypothesis discussed, considering an educational experience carried out by the Observatory on training processes and territorial analysis, is that in order to respond to the need to educate in the culture of democracy, the territory can be elected as a field, as a place of relationship and meaning, for the development of an educational research-action device for guidance.
La cittadinanza nella prospettiva educativa 2030: cura, riflessività e narrazione autobiografica per l’orientamento e il progetto di vita
maria ricciardi
2020-01-01
Abstract
The article focuses attention on rethinking educational models in the 2030 perspective, it refers to citizenship and deepens the role of guidance within a theoretical-methodological framework that recognizes the centrality of care, reflexivity, autobiographical narration. and it is inspired by the constructivist paradigm of Life designing (Savickas et al., 2009). Educating for citizenship is a crucial epistemological challenge for the affirmation of generative knowledge. In this perspective and on the basis of a review of the literature on the subject, the attempt is to isolate some essential elements for the construction of educational experiences useful for the formation of future citizens. By redefining the learning environments and assuming longlife learning as a generative strategy of experience, it is possible to conceive methods and toolsof actionbased on the centrality of the process of signification of the individual narrative reality and on the cultivation of thinking for the search for essenceand for analysis of lived experience. The hypothesis discussed, considering an educational experience carried out by the Observatory on training processes and territorial analysis, is that in order to respond to the need to educate in the culture of democracy, the territory can be elected as a field, as a place of relationship and meaning, for the development of an educational research-action device for guidance.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.