How can an educational project dedicated to early childhood contribute to eliciting democratic ways of thinking and acting? Following the sociological-pragmatist tradition, the author investigates institutional conditions that coud promote a good project. The proposed thesis revolves around the formation of collective, theoretical and experiential knowledge in the production of which sociological knowledge plays a critical-comprehensive function and a participatory function. The former contributes to the historical-systemic understanding of local social needs, while the second links the quality of a project to a theory of social justice that is not merely redistributive but emancipatory, open to the discovery of the world and the construction of attentive educational relationships.
Co-constructing Good Projects: the Functions of Sociological Knowledge in Educational Projects
Vinci Fiorella
2023-01-01
Abstract
How can an educational project dedicated to early childhood contribute to eliciting democratic ways of thinking and acting? Following the sociological-pragmatist tradition, the author investigates institutional conditions that coud promote a good project. The proposed thesis revolves around the formation of collective, theoretical and experiential knowledge in the production of which sociological knowledge plays a critical-comprehensive function and a participatory function. The former contributes to the historical-systemic understanding of local social needs, while the second links the quality of a project to a theory of social justice that is not merely redistributive but emancipatory, open to the discovery of the world and the construction of attentive educational relationships.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
