The Nomos of the plow.

Emergency pedagogy for educational professionals

Abstract

The article aims to contribute to the analysis of the skills that educators and pedagogists can develop in their training in the specific field of “Emergency Pedagogy”. In this sense we intend to focus on: the principles of this field (epistemological and contextual characteristics); the main theoretical constructs; the main characteristics of professional action. This theoretical-practical platform appears to be more urgent than ever to qualify the action of education professionals because of the actuality that categories such as “risk” and “emergency” are assuming on the international scene.

The contribution aims to fill a specific gap in the thinking of Pedagogy compared to other human and social sciences that have long since thematised the “emergency” problem, defining sets for their own specific professional profiles.