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This contribution presents the background of educational and formative research in Italy. It identifies some specific educational and formative research topics that run the risk of going off the track. It does so in respect of the epistemological, methodological, ethical and political dimensions.Hence, it analyses those scenarios showing the change which confronts our country's pedagogical inquiry, focussing on the role of pedagogical research's quality in PhD courses. ; Il contributo presenta lo sfondo della ricerca educativa e formativa in Italia, identificando – in particolare sul piano epistemologico, metodologico, etico e di policy – quei temi specifici di ricerca educativa e formativa che corrono il rischio di nuove derive. Vengono poi analizzati gli scenari di cambiamento con cui si confronta la ricerca pedagogica nel nostro Paese, soffermandosi sulla questione della qualità della ricerca pedagogica nei Dottoratindi ricerca.

What are the main obstacles/challenges facing the civil society today? Whatcharacterizes an education for an active democratic citizenship, which isnow defined by multiple differences? Educational sciences play a pivotalrole in identifying guidelines and in making critical proposals to analyze potentialpatterns of democratic cooperation as well as to encourage the developmentof critical thinking. In effect, a poor education may lead to establisha mindset characterized by individualism, cult of personality, familyism,abuse of power, and criticism or indifference towards politics and socialproblems. Hence, what are the main quality school indicators that can bepromote active participation in social life? How schools can create and nurturea learning environment that empower individuals to broaden theirhorizons and to critically approach the reality? ; Quali ostacoli si frappongono oggi alla tenuta e alla crescita della societàcivile? Cosa caratterizza una cultura della cittadinanza attiva democraticaormai multipla, attraversata da molteplici differenze, e dunque ancor più,per necessità, socialmente equa e giusta?Grande è la responsabilità che grava sulle scienze pedagogiche impegnatead individuare direttrici di riferimento per l'analisi critica di possibili modellidi convivenza democratica, ma anche a contrastare il propagarsi di unacultura carica di atteggiamenti di rinuncia a mobilitare le proprie istanzeetiche. Un mondo della formazione inerte può, infatti, divenire funzionaleal diffondersi di mentalità gregaria, di culto della personalità, di familismo,di prevaricazione o, più semplicemente, di qualunquismo.Quali indicatori di qualità di riferimento per una partecipazione alla vita socialevolta ad includere senza omologare possono essere assunti, a partiredal sistema scolastico, l'accessibilità e la praticabilità di contesti e processiformativi che pongano ciascuno nelle condizioni di essere artefice di contrattazione con il mondo che lo circonda; non soltanto silenzioso interprete,ma agente insostituibile nel ...

The 43rd UID conference, held in Genova, takes up the theme of 'Dialogues' as practice and debate on many fundamental topics in our social life, especially in these complex and not yet resolved times. The city of Genova offers the opportunity to ponder on the value of comparison and on the possibilities for the community, naturally focused on the aspects that concern us, as professors, researchers, disseminators of knowledge, or on all the possibile meanings of the discipline of representation and its dialogue with 'others', which we have broadly catalogued in three macro areas: History, Semiotics, Science / Technology. Therefore, "dialogue" as a profitable exchange based on a common language, without which it is impossible to comprehend and understand one another; and the graphic sign that connotes the conference is the precise transcription of this concept: the title 'translated' into signs, derived from the visual alphabet designed for the visual identity of the UID since 2017. There are many topics which refer to three macro sessions: - Witnessing (signs and history) - Communicating (signs and semiotics) - Experimenting (signs and sciences) Thanks to the different points of view, an exceptional resource of our disciplinary area, we want to try to outline the prevailing theoretical-operational synergies, the collaborative lines of an instrumental nature, the recent updates of the repertoires of images that attest and nourish the relations among representation, history, semiotics, sciences.

Welfare is a strategic framework to think about the concept of development within which both freedom and human responsibility might be conjugated through the primacy of the subjects and their project of self-fulfillment. By drawing on the theory of the capabilities developed by Amartya Sen, this article highlights how educational agency acts in an expansive, powerful and recursive way on the individual and social functioning. Such agency thus promotes a new model of educational and training policies focussed on the concept of capability. As a matter of fact, current pedagogical sciences are fully committed to contribute to a new paradigm of "learnfare of capabilities," which aims at promoting the empowerment and development of citizens' capacities, with a special focus on inclusion and active participation, both in society and in the working environment. ; Il welfare rappresenta un luogo strategico per ripensare il concetto di sviluppo entro cui coniugare libertà e responsabilità umana, facendo leva sul primato del soggetto e del suo progetto di realizzazione. Attraverso il collegamento con il pensiero di Sen, il saggio evidenzia come l'agency formativa agisca in modo espansivo e ricorsivo sia sulla libertà di funzionamento individuale che su quella sociale, promuovendo così un nuovo modello di politica educativa e formativa centrato sul concetto di capabilities. Le scienze pedagogiche oggi, infatti, sono pienamente e responsabilmente chiamate a concorrere alla definizione di un nuovo paradigma di learnfare delle capacitazioni volto a promuovere l'empowerment e lo sviluppo delle capacità del cittadino viste come il fulcro dell'inclusione e della partecipazione attiva alla società e al mondo del lavoro.

In Svezia, ancor oggi, persiste un sistema di Welfare che dedica molte risorse alle politiche per l'infanzia e al sostegno delle famiglie. Ció si traduce sia sul piano politico, sia su quello della produzione culturale, consolidando un diffuso atteggiamento di tutela e cura dei minori, ampiamente dimostrato nella dimensione quotidiana.

As the investment expectations for EdTech businesses have been growing during the ongoing COVID-19 crisis, there is a need to reflect critically about the pedagogical implications of trends like datafication, platformisation and technological solutionism. Recently, social science fiction has been used to stimulate critical, sociological imagination about the future uses of educational technology (Macgilchrist et al., 2020; Selwyn et al., 2020). This paper expands the use of social science fiction for the current Italian context as a method for critical analysis in research and in teacher education. Two vignettes are developed to illustrate two scenarios of possible configurations of educational technology within primary schools in the year 2026. It is shown how opposite technological configurations manifest different under- lying pedagogical assumptions regarding children and teacher agency, literacy and the politics of knowledge. By relating the use of educational media to issues of pedagogy and didactics, writing and discussing social science fiction provides a significant opportunity to promote reflexive uses of technology in education. ; Con l'apparizione del COVID-19 e la DaD a livello globale il settore EdTech (educational technology) celebra nuove opportunità di investimento e di crescità. Questo rende necessario riflettere criticamente sulle implicazioni pedagogiche di tendenze come la datafication, la platformisation e il soluzionismo tecnologico. Recentemente, la social science fiction è stata utilizzata per stimolare l'immaginazione critica sugli usi futuri della tecnologia educativa (Macgilchrist et al., 2020; Selwyn et al., 2020). Il presente lavoro pro- pone la social science fiction nel contesto attuale italiano come un metodo di analisi critica da usare nella ricerca e nella formazione degli insegnanti. Attraverso la scrittura di due vignette vengono illustrati due possibili scenari sull'uso di tecnologie educative nelle scuole primarie nell'anno 2026: due configurazioni tecnologiche opposte ...

Special Pedagogy is called to constantly question its traditional epistemological habitus by accepting the challenge posed by the multiplicity of educational‐formative questions emerging from the complex panorama of differences, diversities and "special educational needs". However, it is necessary that our discipline maintains rigor and specific identity autonomy in the democratic and dialectical comparison with other sciences: the "special and non special" educational needs of each person must be understood and recognized by adopting a plurality of interpretative frameworks characterized by the evolution of skills, knowledge and professionalism suitably revisable, within the current socio‐cultural contexts, going beyond the limits of a mechanistic‐deterministic perspective of the Special Pedagogy itself. Overcoming the risks of a, by now, obsolete identity coincidence, Special Pedagogy is committed to strengthening productive dialectical relationships with inclusive education, using a sensitive and attentive pedagogical gaze aimed at identifying and enhancing new research territories in order to design, with a view to ecological‐systemic, innovative directions of meaning capable of guaranteeing full participation, educational equity and a significant sense of belonging to each and every subject, founding goals of the process of school and social inclusion.

This dataset contains the underlying qualitative data of the following article published in the journal Frontiers in Political Science: Tzankova, I., Albanesi, A., & Cicognani, E. (2021). Perceived school characteristics fostering civic engagement among adolescents in Italy. Frontiers in Political Science. https://doi.org/10.3389/fpos.2021.611824 The dataset consists of textual qualitative data collected in Italy within Work Package 6 of the research project CATCH EyoU (Constructing AcTive CitizensHip with European YOUth: Policies, Practices, Challenges and Solutions). It consists of 513 quotations from 10 focus groups with 101 adolescents between 16 and 20 years old. Students participated in the study on a voluntary basis and were requested to read and sign an informed consent form prior to participating (for minors the consent was preliminarily asked also to parents). The data is an extract from the raw Italian dataset and was used in the analysis of students' perspectives on the mechanisms and limitations of democratic school characteristics outside of the formal curriculum (democratic school climate, student participation and critical reflection at school) in promoting civic engagement. It contains an identifier for each focus group discussion and the extracted quotations from verbal transcripts. The data has been fully anonymized. This data is made available for open access in compliance with H2020 Program regulation, following the guidelines stipulated by the Data Management Plan adopted by the CATCH-EyoU research project.

This document constitutes the Policy Paper of the Precoll project-Policies for Regional Cooperation in Lifelong Learning, led by the Università degli Studi di Firenze-Dipartimento di Scienze dell'Educazione e dei Processi Culturali e Formativi/University of Florence-Department of Educational Sciences and Cultural and Training Processes (Agreement nr 2008-11294), in partnership with Generalitat de Catalunya, Junta de Andalucía, Regione Toscana, Welsh Assembly Government, Jämtland County Council, NIACE Dysgu Cymru-National Institute of Adult Continuing Education, Provincia di Livorno Sviluppo Srl, subcontractor Melius Srl (www.mutual-learning.eu). This document has been endorsed by the Earlall General Assembly held in Brussels on 16th February 2010. Moreover Cedefop has been supporting the quality of the work thanks to the regular advice and suggestions delivered by Steven Bainbridge.

This document constitutes the Policy Paper of the Precoll project-Policies for Regional Cooperation in Lifelong Learning, led by the Università degli Studi di Firenze-Dipartimento di Scienze dell'Educazione e dei Processi Culturali e Formativi/University of Florence-Department of Educational Sciences and Cultural and Training Processes (Agreement nr 2008-11294), in partnership with Generalitat de Catalunya, Junta de Andalucía, Regione Toscana, Welsh Assembly Government, Jämtland County Council, NIACE Dysgu Cymru-National Institute of Adult Continuing Education, Provincia di Livorno Sviluppo Srl, subcontractor Melius Srl (www.mutual-learning.eu). This document has been endorsed by the Earlall General Assembly held in Brussels on 16th February 2010. Moreover Cedefop has been supporting the quality of the work thanks to the regular advice and suggestions delivered by Steven Bainbridge

This paper aims to present some of the intermediate results of a PhD research on "Teaching Citizenship and the Italian Constitution in a Community of Democratic Practice" which is taking place at the University of Tourin (Department of Educational Sciences). The research has been structured as a research-training, that is a way for the in-service teachers' training, according to the Decree n. 797/2016. It has been carried out with three groups of upper secondary education teachers in a Piemonte area. It has produced a useful scheme for programming for citizenship skills, a reflection on the importance of the relational climate among teachers and on the features of the school environment that are required to be a Community of democratic Practice.

The crisis of scientific education has long been a central theme in political and cultural debates, both in the national and in the European field. This paper focuses on shaping educational and pedagogical potential for a new tool of scientific transmission, that starts from the experience and evaluation of a project spreading scientific knowledge in the school: theatre workshop. The inprogress inquiry protocol is made up of several methodological tools (i.e. interviews, questionnaires and video-recording analysis) and is placed on a descriptive and "bottom-up" perspective. ; La crisi dell'istruzione scientifica è da tempo tema centrale nel dibattito politico-culturale nazionale ed europeo. Questo contributo si focalizza sulle potenzialità educative e pedagogiche di un nuovo strumento di trasmissione scientifica, partendo dall'esperienza e dalla valutazione di un progetto di divulgazione della cultura scientifica nelle scuole: il laboratorio teatrale. Il protocollo di indagine, in fase di costruzione, comprende strumenti metodologici diversi (interviste,questionari e analisi delle videoriprese) e si colloca in una prospettivadescrittiva e "bottom up".

It is by now common knowledge that one of the aspects upon which the survival of the University depends is how it will make the best possible use of the new technologies (e-learning). Despite the acceptance of this principle, difficulties arise when one attempts to proceed from the mere declaration to actually planning activities and putting them into effect. This research, the result of collaboration between teachers and researchers of the Educational Science and Engineering Faculties of the University of Florence, focuses on certain theoretical concepts and reference apparatus, bringing international literature to bear on the specific case of Italy. [italian version] - Il lavoro, frutto della collaborazione tra alcuni docenti e ricercatori delle Facoltà di Scienze della Formazione e di Ingegneria dell'Ateneo fiorentino, mette a punto alcuni concetti ed apparati teorici di riferimento sul tema delle innovazioni tecnologiche per l'offerta didattica, coniugando la letteratura internazionale con la specificità del contesto italiano. [italian version]

The paper presents a pedagogical reflection on the generative and transformative power of words, valorizing language education as education for originality, according to Giuseppe Lombardo Radice and Tullio De Mauro's perspective. The main research and most significant documents produced by the European Union over the last 15 years to promote plurilingualism are presented in the second part. The third section of the paper describes a training workshop experience with students from the Educational Sciences course at the University of Catania that was inspired by the European Vocabulary and the personal adoptive language. ; L'articolo propone una riflessione pedagogica sul potere generativo e tras-formativo della parola, per la valorizzazione di un'educazione linguistica intesa come educazione all'originalità, secondo la lectio di Giuseppe Lombardo Radice e di Tullio De Mauro. Prendendo spunto dalle principali ricerche e dai più significativi documenti elaborati negli ultimi 15 anni dall'Unione Europea per la promozione del plurilinguismo, l'articolo presenta, in particolare, un'esperienza di formazione interculturale, rivolta agli studenti del corso di studi in Scienze dell'educazione e della formazione (indirizzo Educatore nei servizi per l'infanzia) dell'Università di Catania, sperimentata in chiave laboratoriale e ispirata al Vocabolario europeo e alla lingua personale adottiva.