Emergency pedagogy between prevention and reconstruction.

Reflections for a pedagogical modeling

Abstract

The theoretical contribution presents the double faces of Emergency Pedagogy (EP) as theory-practice related to a very specific field of experience: post-disaster emergency. In relation to the above-mentioned context, EP can be both preventive (ex-ante) and reconstructive (ex-post). Although, depending on the situation, needs, languages, methodologies and tools change radically, it stands out as a unified (articulated and interdisciplinary) pedagogical declination that, here, is developed around the construct of “coherence” as related to salutogenic studies.