Suchergebnisse

The article develops a key to understanding about the relationships between social representations of disability and inclusive culture. First, thinking differently disability conditions requires an analysis of the cultural models that underlie the languages and representations that derive from them. In this perspective, the school has a significant impact to favor a co-evolutionary process of knowledge and cognitive decentralization for developing of adequate recognition of human differences. Effective educational and training projects should make use the Media Education for linking the personal experiences of students to encourage the construction of knowledge and meaningful interpretative models about disability and difference. It is necessary deconstruct media products and languages to explain stereotypes and prejudices and be aware of the normalization processes underlying the "politically correct" practices. At the same time, the development of a critical sense and an aptitude for deepening by young generations passes through the fruition and making of self-representations messages. The pedagogical and didactic use of the various media languages, both in terms of a critical use and the conscious retrieval of authoritative sources, and in the perspective of self-representation and self-production of original contents can increase the dialogue between alterity and human differences. Being aware of the languages and elements underlying the universe of meanings that they convey is an indispensable step in the evolution of thought and therefore of actions towards inclusive cultures and societies. ; L'articolo delinea una chiave di lettura sulle relazioni tra rappresentazioni sociali della disabilità e cultura dell'inclusione. Pensare differentemente le condizioni disabilità richiede innanzitutto un'analisi dei modelli culturali alla base dei linguaggi e delle rappresentazioni che riflettono. In tale prospettiva, la scuola ha un impatto significativo nel favorire processi co-evoilutivi di conoscenza e un ...

This volume collects some of the contributions presented at the Italian session of the International Social Work Education and Development Online (ISWED 2021) conference, jointly organised by the International Association of Schools of Social Work (IASSW), and the International Council of Social Welfare (ICSW) and, for the Italian language sessions, by the National Foundation of Social Workers.
Its aim is to contribute to the debate that was opened with the creation of the Global Agenda, an initiative taken by the three international organisations in the 2010/2020 decade and renewed for the 2020/2030 decade. In particular, the volume offers reflections on the role of social work in promoting human relations, justice and social solidarity, showing how research, training and professional practice can have an impact in translating the goals guiding the Global Agenda into practice.
While the first eight chapters deal specifically with the Italian context and address different themes, such as social work in the face of social emergency, qualitative research as a means of reconstructing social action, perspectives in decision-making processes for the protection of minors, and reciprocity in the exchange between social work and the homeless, the agapic relationship in social work, the production of knowledge in the process of aid, and finally the practices of training in Italian universities, the ninth chapter is dedicated to a historical analysis of social service and training in the State of Espirito Santo in Brazil.
Keywords: social work, social justice, social solidarity, human relations, global agenda
We believe that this volume can offer an articulate and complex panorama of what is being debated and realised in contemporary social work and can be of interest to all those who,
teachers, students, professionals working in the social field.

Into European political and pedagogical debate, the eventuality about thecreation in Italy of an "integrated education and training system for age 0-6" (L 107/2015) requests as no longer to put off the problem of the preschoolprofessionalism identification, as its qualification. The need of a univocaldefinition of professional profiles by models of competences led tothe formulation of this project research, wants to carry out a new model ofcontinuing professional development, according to the paradigm of capabilityapproach. However, the current lack of a model of professional competenceswhich to refer, requires a primary attention to such professionalismdescribing reference, linked to the development of several expansionapproaches at the same. The definition of systematic and coherent paths ofinitial formal training allow us to design new directions of continuing professional development, able to include the non-formal and informal enlargedlearning contexts. ; Nel solco del dibattito politico e pedagogico europeo, la prospettiva dellacreazione in Italia di un "sistema integrato di educazione ed istruzione perla fascia 0-6" (L 107/ 2015) impone come non più rimandabile la questionedel riconoscimento della professionalità prescolastica e della sua qualificazione.L'urgenza di una definizione univoca dei profili di competenzeprofessionali ha condotto alla formulazione di un progetto di ricerca tesoad esplicitare un nuovo modello di sviluppo professionale, secondo il paradigmadel capability approach. La mancanza attuale di un modello di competenzaunivoco richiede un'attenzione preliminare a tale riferimento didescrizione della professionalità, per poter innestare lo sviluppo di approccidi espansione della stessa. La definizione di percorsi coerenti e sistematicidi formazione iniziale di tipo formale permetterà infine di disegnarenuove traiettorie di sviluppo professionale continuo, capace di includere icontesti d'apprendimento allargati di tipo non formale ed informale.

Although, in his Democracy and Education (2010[1916]), Dewey does not explicitlytalk about teacher education, said book remains a relevant reflectionon how people learn and on how teaching should be undertaken. Inparticular, it is important to understand how one of Dewey's concepts—"education [as] reconstruction of experience"—could be meaningfully appliedto teacher education. In this context, another interesting concept isthe one expressed in the opening chapter: «the educative process is a continuousprocess of growth, having as its aim at every stage an added capacityof growth» (2010[1916], p. 73). ; Benché in Democrazia e educazione (1916) Dewey non scriva direttamentesulla formazione degli insegnanti, resta un testo che ha molto da farci rifletteresu come le persone imparano in generale, e come si dovrebbe essereinsegnare a scuola. In particolare, è importante comprendere in contesti diformazione degli insegnanti cosa Dewey voglia intendere col concetto di"formazione come ricostruzione di esperienza". Altrettanto interessanteper la formazione degli insegnanti risulta il principio affermato nel capitolodi apertura del volume che «il processo educativo è un processo continuodi crescita, avendo come obiettivo, in ogni fase, una capacità aggiuntiva dicrescita» (Dewey, 1916, p. 59).

Since the ancient civilizations to the contemporary age, human movementsuch as games, gymnastic, physical education and sports, have brought outdifferent interests and values, sometimes antithetical, but which are the expressionof a protean phenomenon capable of responding to the most disparatehuman needs in different contexts; and it is precisely in relation tothe multiple contexts that distinct directions have originated different systemsand methods of physical education. During the twentieth century thescientific-cultural demands and the historical-political contingencies thatguided scholastic reforms and ministerial measures determined an evolutionof physical education which, from military education without educationalidentity, gradually and also due to the combination with moral andcivic education, has reached an autonomous disciplinary dimension in thecontents and in the learning objectives, as well as the recognition of the interdisciplinaryand transversal character for the global formation of the person.The present work, through a historical excursus and the analysis of theschool's programmatic documents as well as some specific project experiencesand the students sport games, aims to bring out the potentiality ofPhysical education and school sport to combine different training needsthrough a wide range of contents and methods.* ; Dalle civiltà antiche all'età contemporanea le attività di movimento declinatenei giochi, nella ginnastica, nell'educazione fisica e nello sport, hannofatto emergere interessi e valori diversi, talvolta antitetici, ma che sonol'espressione di un fenomeno proteiforme capace di rispondere alle più disparateesigenze umane nei diversi contesti; ed è proprio in rapporto aimolteplici contesti che si sono sviluppate direttrici distinte che hanno originatodiversi sistemi e metodi della formazione fisica dell'uomo. Nel corsodel ventesimo secolo le istanze scientifico-culturali e le contingenze storico-politiche che hanno orientato le riforme scolastiche e i provvedimentiministeriali, ...

La tesi ha come obiettivo la riflessione sul ruolo politico di agenda making dei think tank statunitensi attraverso le relative strategie comunicative e discorsive. L'orientamento ideologico-politico, spesso dichiaratamente a sostegno di un determinato partito, induce i think tank a operare in diverso modo: i think tank di destra, esemplificati da Heritage Foundation, più portati ad interagire direttamente con il potere legislativo del Congresso; i think tank di sinistra, esemplificati dalla Brookings Foundation, più inclini a influenzare l'opinione pubblica attraverso l'occupazione degli spazi di distribuzione e propagazione delle news. Risultano diversi, pertanto, strumenti e generi della comunicazione: diversificati e target-oriented quelli dei think tank di destra, più generali e 'di opinione' quelli di sinistra.

A central theme of social pedagogy, socio-political commitment is one of the fundamental issues when it comes to democracy and participation. The social dimension of education does not neglect issues of a political nature, the ancient relationship between pedagogy and politics, a dialogue that in our time holds various and many other aspects within from the economy to work, from sustainability to the strong contrast between wide- learning and educational poverty. The school, as a training ground for democracy and participation, is a place for the exercise of humanity. A context in which to grasp the possibility of carrying out participation exercises throughout the entire training course, through community educational work that develops from the particular (the school context) to the general (the life context). In the perspective of a real participatory democracy, a new frontier and ultimate goal of education in politics. ; Tema centrale della pedagogia sociale, l'impegno sociopolitico rappresenta una delle questioni fondanti quando si parla di democrazia e di partecipazione. La dimensione sociale dell'educazione non tralascia questioni di natura politica, l'antico rapporto tra pedagogia e politica, un dialogo che nel nostro tempo tiene dentro diversi e molteplici altri aspetti: dall'economia al lavoro, dalla sostenibilità al contrasto forte tra wide-learning e povertà educative. La scuola, come palestra di democrazia e di partecipazione, è luogo di esercizio di umanità. Un contesto in cui cogliere la possibilità di realizzare lungo l'intero percorso formativo esercizi di partecipazione, attraverso un lavoro educativo di comunità che si sviluppa dal particolare (il contesto scuola) al generale (il contesto di vita). Nella prospettiva di una democrazia partecipativa reale, nuova frontiera e fine ultimo dell'educazione alla politica.

This article explores the educational potential of Mixed Reality (MR), and the pedagogical value of immersive virtual technologies in cultural education. Immersive universes represent a powerful educational frontier for the art world. They are learning tools with the potential to revolutionize artistic dissemination, providing it with an unprecedented experiential value. Nowadays, our cognitive systems perceive the digital dimension as part of our alphabet. The mathematical language that encodes computer vision, and defines the logic and genetics of digital images, can be seen as a physiological connection between the individual's mind and the virtual landscapes in which he navigates. The flow through which the imagination builds worlds that we can inhabit, and in which we can learn. MR - located in the middle of the spectrum between VR and AR - offers a seamless fusion of real and virtual. A world in which computer graphic images are hybridized into reality, surrounding objects and being animated by the individual. This technology, on which the startup Magic Leap is working, opens art education to a new world where the public can dive into the panorama of art, experiencing a real sensory dialogue between reality and imagination, building new frontiers of emotion and knowledge. This article offers an overview of the possible intersections between this technology and museum education, with a focus on the pedagogical value that immersive universes have to the cognitive systems of digital natives. ; Questo articolo esplora le potenzialità epistemologiche della Mixed Reality (MR) ed il valore culturale e strategico che l'utilizzo delle tecnologie virtuali immersive può avere nell'educazione museale. Parte dall'esigenza dei musei di confrontarsi con le innovazioni tecnologiche e guidare la transizione mediale contemporanea, per diventare luoghi in cui la cittadinanza culturale viene costruita in un dialogo attivo con il panorama cognitivo dei nativi digitali. Approfondisce il potenziale esperienziale ed informativo delle tecnologie immersive, argomentando la profonda interdipendenza dei sistemi cognitivi con un ambiente mediale diffuso nell'era della computer vision. In questo scenario l'MR - collocata a metà dello spettro tra VR e AR - offre una fusione tra reale e virtuale senza soluzione di continuità. Un mondo nel quale le immagini in computer graphic sono ibridate nella realtà, circondano gli oggetti e si lasciano animare dall'individuo. Questa tecnologia apre l'educazione museale ad un mondo nel quale il pubblico può sperimentare nei panorami dell'arte, vivendo un vero e proprio dialogo sensoriale tra la realtà e la propria immaginazione, costruendo nuove frontiere dell'emozione, e del sapere. Una prospettiva cui i musei hanno l'opportunità di prendere parte, democratizzando così la transizione digitale ed insieme reinventando le frontiere della conoscenza.

Among European countries, particularly those of Southern Europe, Italy is unanimously considered as a case in point and problematic at the same time. Italy, from its origins onwards, has embarked on the path of early social protection and occupationalism. This imprinting has greatly influenced the development of the welfare state and has proved its importance in various critical junctures. During the Seventies, Italian welfare has moved in the health sector from occupationalism along the groove of universalism with the establishment of a National Health Service. At the same time, many obstacles have prevented Italy to align to the main European countries with respect to the overall provision of protection and the capability of facing problems and challenges. Also, reforms introduced and implemented in the Nineties failed to heal completely. Given this context, the article aims at providing a reconstruction of the evolution of the Italian welfare state from its origins to the present day, illustrating the challenges, and evaluating the solutions gradually implemented. Adapted from the source document.

The current scientific paths in the pedagogical scope that have encountered linguistics and related areas had some validity in the past, but they should be quickly updated in the face of the constant and unexpected evolutions in which we are immersed, as they are partly outdated. Speaking about languages, it is necessary to work to reduce the artificial separations between humanistic and scientific skills, for a recomposition of knowledge, as a premise of the indispensable recomposition of the person, suspended between the revolt towards new commands and the supine acceptance of the technologies that guide existences. ; Gli attuali percorsi scientifici in ambito pedagogico che hanno incontrato la linguistica e le aree collegate hanno avuto nel passato una certa validità, ma andrebbero rapidamente aggiornati di fronte alle evoluzioni costanti e inattese in cui siamo immersi, in quanto risultano in buona parte superati. Parlando di linguaggi, bisogna operare per ridurre le artificiali separazioni tra competenze umanistiche e scientifiche, per una ricomposizione dei saperi, intesi come premessa della indispensabile ricomposizione della persona, sospesa tra la rivolta verso nuovi comandi e l'accettazione supina delle tecnologie che orientano le esistenze.

This assay examines a review of the research literature on gender and educationand summarises the main findings from international performancesurveys on gender differences in education. It discusses the gender gaps interms of boys outperforming girls and girls outperforming boys and providessecondary analyses referring to relevant international surveys, such asProgress in International Reading Literacy Study (PIRLS), the Programme forInternational Student Assessment (PISA) and Trends in International Mathematicsand Science Study (TIMSS). The comparative overview of policiesand measures in place in European countries with respect to gender equalityin education forms the main part of the report. Specific examples are givento illustrate the extent to which European countries have been implementingconcrete policy measures that target gender inequalities in education. ; Questo saggio propone una rilettura della letteratura di ricerca sul generee l'educazione sulla base dei risultati principali di indagini internazionalisulla scuola come il Progress in International Reading Literacy Study(PIRLS), il Programme for International Student Assessment (PISA) e ilTrends in International Mathematics and Science Study (TIMSS). Lapanoramica comparativa delle politiche e delle misure in vigore nei paesieuropei per quanto riguarda la parità di genere nell'istruzione costituisce laparte principale del saggio. Esempi specifici sono dati per illustrare lamisura in cui i paesi europei hanno attuato misure concrete che hannocome oggetto le disuguaglianze di genere nell'istruzione*.