Sviluppare le competenze relazionali e comunicative in chiave transazionale. La formazione delle educatrici e degli educatori presso UNISOB
- educational reflective practice,
Copyright (c) 2020 Fabrizio Chello, Enricomaria Corbi, Pascal Perillo
This work is licensed under a Creative Commons Attribution 4.0 International License.
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.