Building self-education. Metaphorical representations for democracy in school contexts

Abstract

Taking a gnoseological perspective that considers the use of metaphors within educational coordinates as heuristic tools able to activate processes
of recognition of the multiple elements hidden behind the adoption of a concept and a representation related to it, the aim of this paper is to examine some of the metaphors of the relationship between teacher and learner that may lead to more democracy in the classroom. In particular, I have analyzed the ways in which the roles of students and teachers are described, experienced and acted upon in order in order to try to identify the real
spaces of democracy that the school grants to its main actors.