The socio-pedagogical educator at school: for inclusive professional action

Abstract

In today’s school contexts, the socio-pedagogical educator takes on the role of significant protagonist in the relationship of care and help towards the vast and heterogeneous panorama of pupils with “special educational needs”, made even more complex by the presence of the new, and moreover dramatic, educational emergencies. In light of the innovations arising from Laws 205/2017 (“Iori Law”) and 145/2018, the inclusive professional action of the socio-pedagogical educator is oriented to design, organize, develop and test paths and practices of educational research based on the culture of interpersonal encounter and authentic care. Concerned with concretely helping the other, the “different” individual, the socio-pedagogical educator evaluates the original story and in so doing offers an important opportunity for existential, social and educational redemption. Within this perspective, are presented various narratives relating to inclusive educational interventions, based on individualized and personalized strategies, aimed at interpreting, implementing and accompanying positively the life projects of students in situations of discomfort, fragility and problems.