Educational poverty. A possible legislative framework

Abstract

The article presents a theoretical reflection that defines the topic of educational poverty, as a poverty of learning, starting from the main challenges the European Union countries face in a globalized and knowledge-based society, referring to the Lisbon Strategy and the 2020 and 2030 Education and Training Targets in this area. Afterwards, the paper presents the need to start from these same benchmarks in order to build activities that address educational poverty in pedagogical and plural terms, involving not only professionals in formal education, but also those who work in the widespread educational context. This highlights the importance of tackling this phenomenon by broadening the space and time of education, defining criteria that identify the specificity of the experiences proposed to young people; as well as supporting the quality of the work of the professionals who are called upon to set them up.