Childhood and family: the challenges of the PNRR and the responsibilities of pedagogy

Abstract

The contribution focuses on some of the responsibilities that invest pedagogy, educational professionals, policy-makers and local administrators of educational services for children and families, considering the challenges of the Piano Nazionale di Ripresa e Resilienza (PNRR). The reflective and transformative perspective of educational practices animates the commitment and militancy of a situated pedagogy, increasingly attentive to presiding over territories and guaranteeing educational alliances. Networks of stable and quality educational services are founded on the valorization of educational work and a solid and diffused pedagogical culture.