Group work contexts and reflexivity in a territorial education experience

Abstract

From a pedagogical perspective, this paper examines the relationship between territorial education and critical-reflective activity. The analyzed project, conducted with the contribution of the Department for Family Policies in the Reggio Emilia area, will be discussed in terms of scientific supervision. The positioning of the researchers, as well as the strategies and activities employed, will be explored, with a methodological focus on qualitative data analysis. The purpose of this contribution is not strictly evaluative, but rather critical and interpretative. It situates its analysis within the context of the relationship between scientific and pedagogical supervision, starting from the pedagogically relevant aspects that emerged from the group work.