We are living in a time of emergency and dramatic transformations, which challengeeach of us both professionally and personally. Faced with the effects of the pandemic,the educational profession maintains its responsibility to demonstrate the resilience tocontinue, today more than ever in a logic of social inclusion, to develop resources andpromote growth, autonomies and learning. Through the voices of privileged witnesses(educators, coordinators, curricular and specialized teachers), this contribution analysesexperiences and practices that promote in everyday life a reviewed and reinterpreted ed-ucational relationship. Using interviews, questionnaires and documentation producedby early childhood services mainly in Lombardy and Emilia-Romagna in the first monthsof lockdown, we will highlight the changes introduced. The intention is to understandexperiences and ethical-moral questioning, modifications to project development, andconditions for the continuity of educational processes through renewed relations, capableof bringing out the main and generative features of educating.
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