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oapen-20.500.12657-626292024-03-28T08:18:43Z Chapter La Pedagogia Civile per uno sviluppo territoriale sostenibile Iavarone, Maria Luisa Civil Pedagogy territoriality well-being social sustainability educational transition thema EDItEUR::J Society and Social Sciences::JN Education Nowadays poverty can be defined as a construct that can no longer be ascribed to the material scarcity of resources but to the lack of all available relational, social and cultural resources, that are an expression of a “suffering” territory. This fragility testifies to a problem of educational sustainability that requires an exit from the emergency logic of “buffer interventions” by activating social, training and professional networks, capable of responding to the educational needs expressed by the territory. For this reason, in the epistemic framework of Civil and Digital-Civil Pedagogy, the need emerges for new professional profiles capable of being “managers” of integrated territorial development, educators-planners of territorial educational services with a view to social sustainability and the educational human transition. 2023-05-01T13:38:41Z 2023-05-01T13:38:41Z 2022 chapter ONIX_20230501_9791221500066_45 2704-5781 9791221500066 https://library.oapen.org/handle/20.500.12657/62629 ita Studies on Adult Learning and Education application/pdf Attribution 4.0 International chapter-37242.pdf https://books.fupress.com/doi/capitoli/979-12-215-0006-6_10 Firenze University Press 10.36253/979-12-215-0006-6.10 Nowadays poverty can be defined as a construct that can no longer be ascribed to the material scarcity of resources but to the lack of all available relational, social and cultural resources, that are an expression of a “suffering” territory. This fragility testifies to a problem of educational sustainability that requires an exit from the emergency logic of “buffer interventions” by activating social, training and professional networks, capable of responding to the educational needs expressed by the territory. For this reason, in the epistemic framework of Civil and Digital-Civil Pedagogy, the need emerges for new professional profiles capable of being “managers” of integrated territorial development, educators-planners of territorial educational services with a view to social sustainability and the educational human transition. 10.36253/979-12-215-0006-6.10 bf65d21a-78e5-4ba2-983a-dbfa90962870 9791221500066 14 9 Florence open access
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Nowadays poverty can be defined as a construct that can no longer be ascribed to the material scarcity of resources but to the lack of all available relational, social and cultural resources, that are an expression of a “suffering” territory. This fragility testifies to a problem of educational sustainability that requires an exit from the emergency logic of “buffer interventions” by activating social, training and professional networks, capable of responding to the educational needs expressed by the territory. For this reason, in the epistemic framework of Civil and Digital-Civil Pedagogy, the need emerges for new professional profiles capable of being “managers” of integrated territorial development, educators-planners of territorial educational services with a view to social sustainability and the educational human transition.
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