In this contribution, the author attempts to deepen, without any pretension of exhaustiveness, the emergence of unprecedented pedagogical problems concerning the complicated relationship of educational co-responsibility between school and family in relation to new educational, work and social issues that redraw a possible desirable "planning competence" in the professional, family and social life of the young people of the third millennium.For this reason, starting from the results emerged from the use of the focus group in an empirical case study, conducted with some young students of the Department of Political and Social Sciences of the University of Catania on the pedagogical partnership talent-professional growth, we is focused on the awareness of the important complementary function, carried out by the two key institutions, school and family, for the benefit of the "discovery" and "development" of talents in the developmental age. Hence the need to identify new collaborations to freely promote the skills, talents and aspirations of the new generations, according to the Human Development Approach, which reflects a possible and desirable merit society.
In questo contributo, l’Autrice tenta di approfondire, senza alcuna pretesa di esaustività, l’emergere di esclusive problematiche pedagogiche e didattiche concernenti il complicato rapporto di corresponsabilità educativa tra scuola e famiglia in relazione a nuove questioni formative, lavorative e sociali che ridisegnano una possibile quanto auspicabile “capacitazione progettuale” nell’ambito della vita professionale, familiare e sociale dei giovani del III millennio. Per questa ragione, partendo dai risultati emersi dall’utilizzo del focus group in uno studio di caso empirico, condotto con alcuni giovani studenti del Dipartimento di Scienze Politiche e Sociali dell’Università degli Studi di Catania sulla partnership pedagogica talento-crescita professionale, ci si è soffermati sulla consapevolezza della importante funzione complementare, svolta dalle due istituzioni cardine, scuola e famiglia, a vantaggio della “scoperta” e dello “sviluppo” dei talenti in età evolutiva. Da qui, è emersa l’esigenza di identificare nuove collaborazioni per promuovere liberamente capacità, talenti e aspirazioni delle nuove generazioni, secondo l’ Human Development Approach, che rispecchia una possibile quanto auspicabile società del merito.
Capacit-azioni, talenti e aspirazioni professionali. La corresponsabilità tra scuola e famiglia nell'ottica dello “Human Development Approach"
Gulisano D
2019-01-01
Abstract
In this contribution, the author attempts to deepen, without any pretension of exhaustiveness, the emergence of unprecedented pedagogical problems concerning the complicated relationship of educational co-responsibility between school and family in relation to new educational, work and social issues that redraw a possible desirable "planning competence" in the professional, family and social life of the young people of the third millennium.For this reason, starting from the results emerged from the use of the focus group in an empirical case study, conducted with some young students of the Department of Political and Social Sciences of the University of Catania on the pedagogical partnership talent-professional growth, we is focused on the awareness of the important complementary function, carried out by the two key institutions, school and family, for the benefit of the "discovery" and "development" of talents in the developmental age. Hence the need to identify new collaborations to freely promote the skills, talents and aspirations of the new generations, according to the Human Development Approach, which reflects a possible and desirable merit society.File | Dimensione | Formato | |
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