(Ri)formare la professionalità educativa

Abstract

The educational professionalism has to deal with the complexity of contemporary society, which requires a multidimensional approach to individual and collective needs.The dichotomy between social and health education, implied by the current double-track learning and training academic system, shows its limits in the introduction of a disparity in social acknowledgment – mainly due to a lack in legislation, that qualifies as “enabling degree” only the one related to health professions – which is likely to reduce the guarantees of citizenship rights, besides going on weakening the educational professionalism itself.An integrated model of lifelong learning comes out as a strategy in seeking a convergence between the two profiles, placing them in an organic project aimed to create generative connections between theoretical and experiential knowledge, transversal and specific, pedagogical and organizational skills, through which strengthen the value of educational social work.