From the “150 hours for the right to education” to the CPIAs. Challenges and horizons of critical pedagogy in the relationship between school and lifelong learning

Abstract

The work proposes, according to a critical pedagogy approach, a reconstruction of the connections between the experience of the “150 hours”, as a pioneering approach to adult education born in 1973, and the contemporary approach to lifelong learning as expressed in the Provincial Centers for Adult Education (CPIA). In addition to a brief reconstruction of the fundamental traits of the two approaches, the purpose of the contribution is twofold: on the one hand, elements of discontinuity and still-active frameworks will be identified; on the other hand, an attempt will be made to critically examine the characteristic aspects of the contemporary approach to verify if and how the experience of the 150 hours can inform, on a practical, technical, and theoretical level, a social, institutional, and micro-physical rethinking of the school in the pedagogical discourse.