Une éducation inquiète : Entre éthique, pratique et transformation
DOI :
https://doi.org/10.7346/-fei-XXIII-02-25_01Mots-clés :
Inquiétude en éducation, Émotions épistémiques, Risque éducatif, Apprentissage transformateur, Formation de la subjectivitéRésumé
En guise de provocation à l’égard d’une science pédagogique orientée vers la dimension vitale, ce numéro propose une lecture qui accorde du crédit aux suggestions littéraires de Pessoa pour réfléchir sur les dimensions épistémologique et pratique de l’inquiétude. En dépassant l’idée d’un simple deuil d’un passé perdu, la transformation au cœur des processus éducatifs se caractérise néanmoins par un certain “côté sombre”, dans lequel le risque — comme le souligne Biesta — est toujours présent et, loin de n’être qu’un simple désarroi, peut devenir un facteur déclencheur capable de déconstruire l’identité individuelle. Les contributions de ce numéro 23(2) de Formazione & insegnamento “flirtent” avec ces notions liées au domaine du possible : innovation, risque (y compris ludique), limites des solutions technologiques, dispositifs de déconstruction de la subjectivité (par exemple : le milieu carcéral) et expériences de maltraitance. Toutefois, l’empreinte de l’espoir demeure constante, sous la forme de recommandations fondées sur des preuves, destinées à jeter les bases des futures bonnes pratiques.
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