{"id":1294,"date":"2021-04-10T13:54:27","date_gmt":"2021-04-10T11:54:27","guid":{"rendered":"https:\/\/portale.unime.it\/hedu\/?post_type=event_listing&p=1294"},"modified":"2021-04-10T13:54:27","modified_gmt":"2021-04-10T11:54:27","slug":"noi-docenti-tra-rischio-bello-delleducazione-e-demoralizzazione","status":"publish","type":"event_listing","link":"https:\/\/portale2.unime.it\/hedu\/evento\/noi-docenti-tra-rischio-bello-delleducazione-e-demoralizzazione\/","title":{"rendered":"Noi docenti tra\u00a0\u201crischio bello dell\u2019educazione\u201d\u00a0e\u00a0\u201cdemoralizzazione\u201d\u00a0"},"content":{"rendered":"

Stefano\u00a0OLIVERIO<\/a>\u00a0<\/strong><\/p>\n

Universit\u00e0 di Napoli Federico II\u00a0<\/em><\/p>\n

N<\/span>el<\/span>l<\/span>\u2019<\/span>ambito dell<\/span>\u2019<\/span>esistenzialismo pedagogico – e, in particolare, nell<\/span>\u2019<\/span>opera di Otto Friedrich\u00a0<\/span>Bollnow<\/span>\u00a0– ci si \u00e8 interrogati su\u00a0<\/span>\u201c<\/span>rischio e fallimento<\/span>\u201d<\/span>\u00a0come dimensioni intrinseche all<\/span>\u2019<\/span>impresa educativa; essi sono, quindi, non solo possibili suoi esiti, ma ombra che sempre l<\/span>\u2019<\/span>accompagna, anche quando essa \u00e8 pi\u00f9\u00a0<\/span>\u201c<\/span>riuscita<\/span>\u201d<\/span>, e che anzi deve acco<\/span>m<\/span>pagnarla se relazione educativa – e quindi incontro di libert\u00e0 – ha da esserci.\u00a0<\/span>\u00a0<\/span><\/p>\n

Il tema, da diversa angolatura, \u00e8 stato ripreso nel dibattito contemporaneo, introducendo l<\/span>\u2019<\/span>idea del rischio bello dell<\/span>\u2019<\/span>educazione e della sua costitutiva\u00a0<\/span>\u201c<\/span>debolezza<\/span>\u201d<\/span>, non gi\u00e0 come marchio d<\/span>\u2019<\/span>inferiorit\u00e0 bens\u00ec come carattere da opporre allo scientismo trionfalistico di chi intende ridurre l<\/span>\u2019<\/span>agire educativo a mera questione misurabile in termini di standard.\u00a0<\/span>\u00a0<\/span><\/p>\n

Parafrasando un titolo di Kant riadattato da\u00a0<\/span>Derrida<\/span>, si potrebbe parlare di un\u00a0<\/span>\u201c<\/span>tono esistenzialistico adottato di recente nella teorizzazione pedagogica<\/span>\u201d<\/span>, che mira a controbilanciare, se non a contrastare, le oltranze dell<\/span>\u2019<\/span>evidence-based<\/span><\/i>\u00a0<\/span><\/i>education<\/span><\/i>\u00a0e di quella torsione del discorso pedagogico che\u00a0<\/span>Gert<\/span>\u00a0<\/span>Biesta<\/span>\u00a0ha battezzato\u00a0<\/span>learnification<\/span><\/i>.\u00a0<\/span>\u00a0<\/span><\/p>\n

Siffatta tensione esistenzialistica costituisce certamente uno stimolo a riconoscere la professione docente come\u00a0<\/span>\u201c<\/span>pratica morale<\/span>\u201d<\/span>, ma non deve occultare l<\/span>\u2019<\/span>aspetto\u00a0<\/span>\u2018<\/span>tragico<\/span>\u2019<\/span>\u00a0che essa cela.\u00a0<\/span>\u00a0<\/span><\/p>\n

Tale condizione comporta, infatti, ci\u00f2 che una pedagogia statunitense ha definito il pericolo della\u00a0<\/span>\u201c<\/span>demoralizzazione<\/span>\u201d<\/span>, considerata come categoria squisitamente pedagogica da affiancare a quella psicologica di\u00a0<\/span>\u201c<\/span>burnout<\/span>\u201d<\/span>, che invece tende sovente a dominare<\/span>\u00a0<\/span>solitaria in molti discorsi sulla professione docente,\u00a0<\/span>\u2018<\/span>mancando<\/span>\u2019<\/span>\u00a0cos\u00ec la comprensione profonda di suoi importanti aspetti specifici. La\u00a0<\/span>\u201c<\/span>riflessione ad alta voce<\/span>\u201d<\/span>\u00a0qui proposta intende orchestrare questi tre motivi (l<\/span>\u2019<\/span>originaria posizione esistenzialistica \u00e0 la\u00a0<\/span>Bollnow<\/span>, la sua ripresa attuale, con tonalit\u00e0\u00a0<\/span>\u2018<\/span>emotive<\/span>\u2019<\/span>\u00a0tuttavia differenti, e la questione della demoralizzazione) per cercare di animare una discussione sulla situazione esistenziale di noi docenti.<\/span>\u00a0<\/span><\/p>\n

Parole chiave:\u00a0<\/span>debolezza dell<\/span><\/i>\u2019<\/span><\/i>educazione; insegnamento come pratica morale; esistenzialismo pedagogico; demoralizzazione<\/span><\/i>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n","protected":false},"featured_media":1621,"template":"","meta":[],"event_listing_category":[78],"event_listing_type":[85],"class_list":["post-1294","event_listing","type-event_listing","status-publish","has-post-thumbnail","hentry","event_listing_category-pedagogie","event_listing_type-seminario-di-studio","entry"],"yoast_head":"\nNoi docenti tra\u00a0\u201crischio bello dell\u2019educazione\u201d\u00a0e\u00a0\u201cdemoralizzazione\u201d\u00a0 - HEDU - History of Education<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/hedu.unime.it\/evento\/noi-docenti-tra-rischio-bello-delleducazione-e-demoralizzazione\/\" \/>\n<meta property=\"og:locale\" content=\"it_IT\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Noi docenti tra\u00a0\u201crischio bello dell\u2019educazione\u201d\u00a0e\u00a0\u201cdemoralizzazione\u201d\u00a0 - 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