Laboratorio d’ambito III
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Laboratorio d’ambito III

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Conclusioni di lavoro

Conclusioni di lavoro

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Laboratorio d’ambito III Laboratorio d’ambito III Presentation Transcript

  • VII EDIZIONE SIREF SUMMER SCHOOLVENEZIA MESTRE 6-8 Sett 2012
  •  Nel contesto di discussione del capabilities approach:  Quali sono le connessioni con la pratica formativa?  Quali è il contributo che la ricerca educativa può fare al capabilities approach…se può fare qualche forma di contributo…!  Come potrebbe essere guidata la pratica e la ricerca educativa dal capabilities approach?
  •  Supportare l’agentività del formatore nell’introdurre quelle innovazioni nella propria pratica professionale che espandono i propri gradi di libertà –una libertà fatta da una nuova deontologia professionale- ovvero, un nuovo orizzonte di capabilities. Per potersi muovere oltre il confine (Salatin) del l’istruzione e la formazione in uno stato di welfare, o economia di risorse… Per esplorare i nuovi territori del learnfare (Margiotta, 2011)
  • Sulla metodologia di lavoro…
  • Strategia transnazio Promuovere Formare una nale spazi di mente apprendime pertinente nto informale Interpretare trame di Crisi come significato in sfida spazi di apprendimento informale La trasformazione del lavoro formativo GenerareRappresenta ambienti di re per apprendime capacitare nto innovativo Attraversare Ripensare la i confini valutazione Riflettere e istituzionali documentar e
  • INITIAL ASSUMPTIONS CONCLUSIONS Capabilities are the alternative  …So we need a dynamic combinations of functionings a representation of them, and there person is feasibly able to achieve. is where LLL becomes crucial. Pedagogy works on that space of  A pedagogy for the learnfare is feasibility, by reading the several already being created on the basis combinations from the individual to of concepts and tools to interpret the group to the social fabric. and recognize learning across The trainer’s aim is to prepare lifespan and in different situations. hence opportunities to promote Yet there’s a long way to go!!!! adults’ agency.  The trainer must be supported The trainer is him/herself engaged (scaffolded)) to recognize social in functionings that put him/her in contexts and to critically the condition of generating those deconstruct them in order to spaces empower adults, making their voice emerge. SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  • Le criticità, i punti diforza per la continuitàdello spazio SIREF  Follow-up degli sviluppi suiPer una comunità lavori di ricercadi apprendimento  Adozione di reti sociali inprofessionale sulla connessione allo spazio SIREFricerca educativaattraverso la  Seminari breviricerca educativa  Spazi informali per una libera “associazione di idee”
  • Riflessioni finali The experience of domestic violence is probably as common in the United States as it is iin India, studies show, and strategies to combat it are still insufficient, despite increased public awareness of the problem and efforts by legal activitis. Inequalities in health care and nutrition are ubiquitous in the United States, and this failure is unconscionable, given our nation’s great wealth. All nations, then, are developing nations, in that they contain problems of human development and struggles ffor a fully adequate quality of life and for minimal justice. All are currently failing at the aim of ensuring dignity for each person. For all, then, the Capabilities Approach supplies insight. Nusmbaum, 2011 Creating Capabilities. The Human Development Approach