LA PEDAGOGIA DELL’INCLUSIONE FORMATIVA E SOCIALE

The lessons will be carried out through a frontal methodology but examples, readings to be analyzed and exercises from which to start to address the issues will be proposed. Lessons will be held in person, unless otherwise provided by the University and the Department for Distance Learning.

In the pedagogical reflection, assumed to start is that to form the subject-person contributes not only the intentional educational act, but also the case, the event, entropy that has a morphogenetic potential (creation of form) sometimes greater than the educational action itself. It is, therefore, a question of handing back to chance, at the event, a central role in the training processes and life stories, never revealed, scientifically analyzed by pedagogy and which only recently acquire value, meaning within the question of human formativeness. In short, the event is life that is formed, so it must be included in pedagogical research. Training as an event involves hominis care aimed at ensuring the permanence of the human in the human, thus creating a balance between individual and social development. And it is in intersubjecivity that human care is implemented, that intentionality is made in the educational relationship. And it is therefore through training as cultivation, as a cure, as a relationship that man emancipates himself and is realized.
All this is all the more important in the planning of training courses aimed at integrating and socially including pupils/students, whether they are normal, disabled or foreign.
The starting point of the reflection concerns first of all the attention to all educational and social workers: social workers, educators, teachers, not losing sight of the theoretical sense of integration and social inclusion, through certain pedagogical devices such as organization, flexibility, optionality, subsidiarity.

Content

- The pedagogy of care
- School inclusion as a fly of a quality life
- Integration and recovery: the theoretical dimension
- Integration and recovery: the historical dimension- theoretical
- Integration and recovery: the application dimension
- Integration and recovery: the school dimension and social engagement
- Support for the person with disabilities
- Inclusive training design
- The relationship between education and communication
- The tutor as a middle-ground figure
- The ICF: a complex and interactive descriptive paradigm
- Examples of social and educational workers through film analysis
- The planning of families with disabilities
- A 'chorus' of professionalism for school integration
- A framework of aid professions with high-level training

P. Mulè, a cura di, Alternanza formativa e identità professionale dei disabili di scuola secondaria di II grado. Un'indagine esplorativa, Cooperativa Ragazzi in Volo, Ragusa-Catania 2018

L. D'Alonzo, Pedagogia speciale per l'inclusione, Scholé, Brescia 2018

P. Mulè, a cura di, Il docente promotore dell'inclusione formativa e sociale, Pensa Multimedia, Lecce 2016