Suchergebnisse

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.

La ricerca empirica dimostra che contatti e interazioni fra gruppi diversi sono il modo migliore per modificare, in senso positivo, gli eventuali pregiudizi negativi e favorire il dialogo e la cooperazione. Ciò è particolarmente produttivo nel caso in cui i gruppi implicati possano avere un uguale status sia fuori che dentro la situazione di contatto, uno scopo comune, essere in un contesto contemporaneamente interdipendente e cooperativo e agire in presenza di sanzioni sociali positive. Principi che l'Autore individua anche in un'esperienza di cooperazione universitaria che ha coinvolto l'Italia e l'Argentina in un momento di particolare criticità per la popolazione latinoamericana. ; La investigación empírica muestra que los contactos e interacciones entre los diferentes grupos son la mejor manera de cambiar, en un sentido positivo, los prejuicios negativos y fomentar el diálogo y la cooperación. Esto es especialmente productivo cuando los grupos involucrados se encuentran en condición de igualdad, sea dentro sea fuera de la situación de contacto, con un propósito común, en un contexto simultáneamente interdependientes y de cooperación y actúan en presencia de sanciones sociales positivas. Principios que el Autor también identifica en una experiencia de cooperación universitaria que ha involucrado a Italia y Argentina en un momento particularmente crítico para la población latinoamericana. ; The empirical research shows that the contact and interaction between different groups are the best way to change, in a positive way, any negative prejudices and foster dialogue and cooperation. This is particularly productive when the groups involved have an equal status both inside and outside the contact situation, when they have a common purpose, they are in a simultaneously interdependent and cooperative context, and they act in the presence of positive social sanctions. The Author identifies these Principles in an experience of university cooperation involving Italy and Argentina in a particularly critical time for the Latin American population.

The present article aims to analyze the ethical perspective of the Capability Approach in its main elements, highlighting however those aspects that are closer to the field of social education that make the approach to skills not only an ethical theory but also a perspective with pedagogical elements hidden. We will start with an introduction to the position of the approach to capabilities, ie an approach that is declined in terms of social and economic justice with a harsh criticism of the neoliberal view of the free market and the failure to achieve a welfare society for all as well as the Twentieth century had promised. The Capability Approach, in fact, starts from an important critique of the economic-financial dimension, arriving at the heart of the problem: the now global fact of economic hegemony over all other institutional and social dimensionssuch as politics, culture, school up to the very nature of human being reduced to being a purely calculating and economic nature. The theory of capacities, on the other hand, while not affirming the elimination of the economic sphere, asserts that institutions should not be dominated by economic logics but must consider the human being in its anthropological richness and fullness. In fact, individuals do not act only for utilitarian ends and happiness itself can not be reduced to the possession of material goods. The human being is much more than a homo oeconomicus and therefore institutions must return to looking at happiness and human well-being as omnilateral and multidimensional respecting the inviolable dignity of each to reach their idea of happiness or good sight. As we can well understand in the Capability there are many elements that are linked to the educational discourse because if justice means to put everyone in the real possibility of doing and being what he wants, expressing his substantial freedom then education, which as Freire says, it is never neutral, it has the social responsibility to guarantee spaces in which to cultivate capacity and ...

In today's society, characterized by a weakening of the civic sense and deconstructing the identity dimension, it is again necessary to define planning paths capable of listening to and respecting differences, rethinking citizenship as a relational, intersubjective, cultural dimension, starting from the educational paradigm. The need to rethink citizenship, which has become a cognitive place for reflection and proposal, shows the need to rethink citizenship, its exercise and citizenship. An active pedagogy, which allows to break down the barriers between school disciplines and those between the school and the outsideworld; accompany the school programs and fight against school failure, grant to obtain a pedagogy of the project Within such a perspective, the pedagogy of cultural heritage, not being a subject but, rather, an approach capable of producing a culture of emancipation and self-regulation of behavior, becomes a tool for promoting education to human rights and to globality. We hear again the echo of the Deweyan consideration: learning for democracy. After all, for education to cultural heritage, as for citizenship, these are concepts that have undergone a profound revision over time, which has redefined and areas of research.By assuming the new meanings and roles produced in contemporary competitions, education in cultural heritage becomes the agent of the processes of education to citizenship and the construction of European identity, thus acquiring on the individual and on society. ; Nell'attuale società, caratterizzata da indebolimento del senso civico e destrutturazione della dimensione identitaria, occorre nuovamente definire percorsi progettuali in grado di ascoltare e rispettare le differenze, ripensando la cittadinanza come dimensione relazionale, intersoggettiva, culturale, partendo dal paradigma dell'educativo. La progressivamente centralità acquisita dall'educazione alla cittadinanza, divenuta luogo cognitivo di riflessione e proposattiva, che permetta di abbattere le barriere tra discipline ...