La formazione inquieta: Tra etica, pratica e trasformazione
DOI:
https://doi.org/10.7346/-fei-XXIII-02-25_01Parole chiave:
Inquietudine educativa, Emozioni epistemiche, Rischio educativo, Apprendimento trasformativo, SoggettivazioneAbstract
Provocatoriamente rispetto a una scienza pedagogica orientata all’elemento-vita, si propone una lettura che dà credito alle suggestioni letterarie di Pessoa per riflettere sulla dimensione epistemologica e prassica dell’inquietudine. Superando l’idea di mero lutto nei confronti di un passato perduto, la trasformazione di cui sono protagonisti i processi formativi si caratterizza comunque per un certo “lato oscuro”, in cui il rischio – sottolineato da Biesta – è sempre presente e, lungi dall’essere solo un mero disorientamento, può trasformarsi in fattore precipitante che decostruisce l’identità individuale. I contributi di questo numero 23(2) di Formazione & insegnamento “flirtano” con queste nozioni legate al reame della possibilità: innovazione, rischio (anche ludico), limitatezza delle soluzioni tecnologiche, dispositivi di decostruzione della soggettività (es.: il carcere) e maltrattamenti. Resta però costante la cifra della speranza, sotto forma di raccomandazioni evidence-based che dovrebbero gettare le basi per le future best practices.
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