Generative Pedagogy, Educational Systems and Territory between gaps, poverty and inequalities

Abstract

Plurality and complexity of educational contexts demand education professionals “at the service” of the territory. Recent political-institutional guidelines recognize the importance of a stable placement of educational professionals in public social services. How does Generative Pedagogy contribute to the definition of knowledge and skills of Educators and Pedagogists and their professional identity in coherence with current and future educational needs of education? The complex and transdisciplinary epistemology of this science of horizon interprets the Human in its dynamic relationship with the World-System, promoting an educational approach that contrasts territorial gaps, social inequalities and educational poverty. The article proposes a reflection around this paradigm to highlight the strategic value of the Methodological Protocol of Generative Guidance and Organizational Systems.