Nowadays poverty can be defined as a construct that can no longer be ascribed to the material scarcity of resources but to the lack of all available relational, social and cultural resources, that are an expression of a “suffering” territory. This fragility testifies to a problem of educational sustainability that requires an exit from the emergency logic of “buffer interventions” by activating social, training and professional networks, capable of responding to the educational needs expressed by the territory. For this reason, in the epistemic framework of Civil and Digital-Civil Pedagogy, the need emerges for new professional profiles capable of being “managers” of integrated territorial development, educators-planners of territorial educational services with a view to social sustainability and the educational human transition.
University of Naples Parthenope, Italy - ORCID: 0000-0002-9246-2696
Titolo del capitolo
La Pedagogia Civile per uno sviluppo territoriale sostenibile
Autori
Maria Luisa Iavarone
Lingua
Italian
DOI
10.36253/979-12-215-0006-6.10
Opera sottoposta a peer review
Anno di pubblicazione
2022
Copyright
© 2022 Author(s)
Licenza d'uso
Licenza dei metadati
Titolo del libro
Educazione degli Adulti: politiche, percorsi, prospettive
Sottotitolo del libro
Studi in onore di Paolo Federighi
Curatori
Vanna Boffo, Giovanna Del Gobbo, Francesca Torlone
Opera sottoposta a peer review
Numero di pagine
248
Anno di pubblicazione
2022
Copyright
© 2022 Author(s)
Licenza d'uso
Licenza dei metadati
Editore
Firenze University Press
DOI
10.36253/979-12-215-0006-6
ISBN Print
979-12-215-0005-9
eISBN (pdf)
979-12-215-0006-6
eISBN (epub)
979-12-215-0007-3
Collana
Studies on Adult Learning and Education
ISSN della collana
2704-596X
e-ISSN della collana
2704-5781