Vol. 17 No. 2 (2020): n° 2 luglio-dicembre 2020
Quale formazione degli educatori per la gestione delle dinamiche relazionali e c

Sviluppare le competenze relazionali e comunicative in chiave transazionale. La formazione delle educatrici e degli educatori presso UNISOB

Fabrizio Chello
Università degli studi Suor Orsola Benincasa - Napoli
Published December 24, 2020
Keywords
  • educational reflective practice,
  • inquiry,
  • observation,
  • questioning,
  • problematization
How to Cite
Chello, F., Corbi, E., & Perillo, P. (2020). Sviluppare le competenze relazionali e comunicative in chiave transazionale. La formazione delle educatrici e degli educatori presso UNISOB. Rivista Italiana Di Educazione Familiare, 17(2), 291-310. https://doi.org/10.13128/rief-9472

Abstract

The recognition of the knowledge and skills about relational and communicational area as central elements in the architecture of the Educational Sciences Courses is a key step in the more general acknowledge of the profession of educator. However, the translation of those in terms of epistemological, theoretical and methodological approaches can follow other logics than the educational ones, especially when higher education is constantly imbued with neo-liberal thinking. For this reason, based of the experience conducted at the University “Suor Orsola Benincasa” in Naples, the paper proposes to re-read, considering the Deweyan transactional approach: 1) the relationship and communication as a natural substratum within which educational practice intervenes; 2) educational practice, as intentional and reflective. It follows that such knowledge and skills can be developed thanks to inquiry-based activities, i.e. observation, questioning, problematization, and documentation.

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