Perception defines perspective: Essay on the development of capacitating and transformative approaches in the human-context dimension

Abstract

Between pedagogy readings and theory of human development, it emerges that the passage from a reflection to an action aimed to a change is dominated by perception: in terms of interpretation of information that are received from the external environment, knowledge of those interpretative schemes and of those ways of thinking and ways of acting, they already constituted themselves as awareness, in order to face reality.
So, does a transformative process comes from the awareness of one’s own capacities? I believe that research questions often arise from the very moment in which one wonders about how an experience could have created changes at a personal and collective level, about what the variables were and about how it could have become a learning opportunity. The proposal of an action aimed at fostering the awareness of the individual acting in the reference context, aimed at producing change through an intervention in real social situations and the involvement with an active role of the subjects. The methodology is multidisciplinary and it would be interesting if one considered it as such, having more theoretical elements to investigate the field of the person-context relationship with the aim of generating conscious transformation.