Knowledge management: la conoscenza al lavoro

Abstract

This paper spotlights some aspects of the relationship between Knowledge Management (KM) and pedagogical reflection, in particular the one relating to pedagogy of work. Therefore, the following short notes firstly aim to contextualize the main working change introduced by post-Fordist complexity, that is a frame within which the genesis and the developing identity of KM place themselves. Therefore, these notes dwell on the twofold advantage that the above-mentioned
reflection can offer both to KM theory (and its practice) and to knowledge intermediary's training.