Il ruolo del sapere implicito nella gestione della relazione. Per una epistemologia della professionalità educativa

Abstract

Educating means to accomplish a challenge that puts at the same time different degrees of complexity and difficulty. Evidently, the competences and professionalism of educators who operates in the contemporary socio-cultural complexity must have characteristics of a specialization to permit to put the emergency “in system” in any way, not being it an occasional event to manage but a condition of the work context. Starting from these premises, the paper aims to highlight the centrality that the educators’ professional training assumes in constructing transversal skills, in the proposal of a phenomenological perspective of education focused on the subjective value of experience and sense making.