Beyond the Limit: resignification and ideal coherence in contemporary adolescent pedagogy

Abstract

Contemporary adolescence presents itself as a territory with blurred contours, marked by the crisis of rites of passage and the impact of the “great digital reconfiguration” on the youthful psyche.

This paper analyzes the phenomenon of the “silent word,” the inability to translate emotional experience into symbolic meaning - the reference to the studies of Bertolini’s phenomenology (2021) and Giussani’s ontological approach (1977) is evident.

In addition to the theoretical framework, the article presents the results of a quasi-experimental study conducted on two secondary school classes (N=50). The research tested the effectiveness of the “poietic resignification” device (based on narrative photography workshops and the teacher’s “ideal coherence” posture) in countering alienation and fostering emotional competence and critical thinking.

The data collected using the ALAS and EQ-i:YV scales, show a statistically significant increase (p < .05) in the experimental group’s symbolization abilities compared to the control group.

The conclusions emphasize the need for an “experiential pedagogy” capable of reintegrating developmental tasks through artistic mediation and the educational testimony of adults.