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oapen-20.500.12657-626212024-03-28T08:18:43Z Chapter Esercizi di pedagogia critica. In omaggio a Paolo Federighi e alla “Scuola fiorentina” Colazzo, Salvatore Social and community pedagogy culture educational equity thema EDItEUR::J Society and Social Sciences::JN Education The essay seeks to emphasize how post-World War II Italian pedagogy was renewed by opening it up to considering the educational potential of social contexts, thereby managing to connect with the most vital currents in the international debate, which were interested in deepening the school/society nexus. It grasps in Vico an extraordinary precursor of themes explored and clarified in recent times. With this choice it wants to indicate the existence of a carsic current in national reflection of great importance, to be studied, deepened and claimed in order to escape the risks of foreignness that so many of today's pedagogical studies manifest. He points out in the research of the so-called "School of Florence" the design of some very fruitful trajectories in the field of social and community pedagogy, grasping in this its specific contribution to the renewal of Italian pedagogy. 2023-05-01T13:38:24Z 2023-05-01T13:38:24Z 2022 chapter ONIX_20230501_9791221500066_37 2704-5781 9791221500066 https://library.oapen.org/handle/20.500.12657/62621 ita Studies on Adult Learning and Education application/pdf Attribution 4.0 International chapter-37237.pdf https://books.fupress.com/doi/capitoli/979-12-215-0006-6_5 Firenze University Press 10.36253/979-12-215-0006-6.05 The essay seeks to emphasize how post-World War II Italian pedagogy was renewed by opening it up to considering the educational potential of social contexts, thereby managing to connect with the most vital currents in the international debate, which were interested in deepening the school/society nexus. It grasps in Vico an extraordinary precursor of themes explored and clarified in recent times. With this choice it wants to indicate the existence of a carsic current in national reflection of great importance, to be studied, deepened and claimed in order to escape the risks of foreignness that so many of today's pedagogical studies manifest. He points out in the research of the so-called "School of Florence" the design of some very fruitful trajectories in the field of social and community pedagogy, grasping in this its specific contribution to the renewal of Italian pedagogy. 10.36253/979-12-215-0006-6.05 bf65d21a-78e5-4ba2-983a-dbfa90962870 9791221500066 14 12 Florence open access
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The essay seeks to emphasize how post-World War II Italian pedagogy was renewed by opening it up to considering the educational potential of social contexts, thereby managing to connect with the most vital currents in the international debate, which were interested in deepening the school/society nexus. It grasps in Vico an extraordinary precursor of themes explored and clarified in recent times. With this choice it wants to indicate the existence of a carsic current in national reflection of great importance, to be studied, deepened and claimed in order to escape the risks of foreignness that so many of today's pedagogical studies manifest. He points out in the research of the so-called "School of Florence" the design of some very fruitful trajectories in the field of social and community pedagogy, grasping in this its specific contribution to the renewal of Italian pedagogy.
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