During the course is meant to address the central category of pedagogy 'training', that he attracted the attention of the analysis of other disciplinary contexts committed to confront the man, with its problems and its existential events, intended to interbreed with the discourse on human formation. So, when it deepens the study on the formation, has inevitably led to report this study to the person, competing well with anthropological horizons, whose principles and criteria legitimize and justify choices and actions. In this perspective, the person is the real question because every pedagogical educational model answers questions about the man we want to train and socialize, so that the problem of the 'form' is located in a horizon axiologico and teleological clear and detailed. he speech of the training will be analyzed through the definition of subject formation-person unique, singular and unrepeatable, linked to its variability in relation to the event, intentionality, the ability and responsibility wing. The training, then, even and especially in time of complexity and globalization, has reason to act as the human search for meaning and refers to the responsibility of a pedagogical reflection of the education design that meets the demands of the person and its context of life. This implies close attention to the categories of organization and planning as pedagogical devices to create a fundamental transformation of personality problems and fragile, as well as to improve the social contexts. Critical pedagogy of emancipation with a look at the practices of empirical research with particular attention to the report, the human suffering and the management and design will be the central elements of deepening.
During the course is meant to focus on vocational training in Italy through new avenues of research in alternation- school work. In this sense, for several years the pedagogical research has analyzed the issue in relation to the initial formation of the person, which is measured with the initiatives, the actions you do contexts in and outside school. This theme recalls the central assumptions of the educational and training policies that have developed since the 90s of the last century. The reflection on the relationship between training and work, leads us to analyze the value and meaning of the term competence. The pedagogical competence becomes the ability to confer importance in the formative interplay between theory and practice. In this direction, it moves the training, depending on the type of apprenticeship presented in the current law. With this module you will analyze their educational content from the organization and design in relation to training and work at school and in the beyond School of young able-bodied or not, in order to guide them in paths of employment possible.
D. Dato, Professionalità in movimento. Riflessioni pedagogiche sul “buon lavoro”, Franco Angeli, Milano 2014
V. Lussi Borer, Mar Durand, Frédéric Yvon (Éds),Analyse du travail ed formation dans les métiers de l’éducation, De Boeck Supérieur, Introduzione da p. 7 a p. 15 e pp. 161-169
1) P. Mulè, a cura di, “La Buona Scuola”. Questioni e prospettive pedagogiche, Multimedia, Lecce 2016
2) Daniela Gulisano, La formazione professionale e l’apprendistato nella ricerca educativa, Cooperativa R.I.V., Ragusa-Catania 2013
3) Luciano Galliani, Marina De Rossi, a cura di, Videoricerca e documentazione narrativa nella ricerca pedagogica. Modelli e criteri, Pensa Multimedia, Lecce 2014