L’esperienza del sostegno. Sguardi pedagogici oltre le pratiche

Abstract

The article considers an academic course for learning support teacher, with the scope to realize a general valuation of this experience from a pedagogical point of view. The underlying purpose is to go beyond the finiteness and the fragmentation of the experience in order to reconstitute its theoretical unit.
In the first part lexicon is taken into account. Successively, didactical material and methods are analyzed. Overall, it is pointed at a pervasive loss of transcendence, namely at a total absence
of every reference to a further universal dimension where theoretical analysis should take root.
It is hence noticed that that theoretical eradication is disguised as objectivity and, at the same time, as irresponsible subjectivity. On these bases, it is discussed the changing epistemological
character of pedagogy, which has become a technical discipline, dedicated at the use of instruments.