The contribution aims to propose a reflection on the construct of life project understood as a "vital project" starting from the legacy left to us by Canevaro (2019) on this issue which updates a still "hot" challenge for the special educator whose role it provides for the promotion of the conceivability of a life project starting from the school experience, taking care of the processes of choice and self‐determination of pupils with special educational needs. Starting from the proposal of the new PEI and its connection with the life project, it was decided to have Canevaro's thought dialogue with a transgressive, emancipatory, and transformative vision of the educational relationship between the special educator and the pupil in a condition of disabilities, to promote self‐design in the present and in the future, beyond the times and spaces of the school. In order to be vital, the life project must also concern the dimension of employability from the point of view of the Capability Approach (Sen, 1993), adopting new tools that favor the narration of oneself and one's own skills, learned in formal, non‐formal and informal.
The challenge of the special educator: facilitating emancipatory and transformative processes for the realization of “vital projects“
Cesarano, Valentina Paola
2023-01-01
Abstract
The contribution aims to propose a reflection on the construct of life project understood as a "vital project" starting from the legacy left to us by Canevaro (2019) on this issue which updates a still "hot" challenge for the special educator whose role it provides for the promotion of the conceivability of a life project starting from the school experience, taking care of the processes of choice and self‐determination of pupils with special educational needs. Starting from the proposal of the new PEI and its connection with the life project, it was decided to have Canevaro's thought dialogue with a transgressive, emancipatory, and transformative vision of the educational relationship between the special educator and the pupil in a condition of disabilities, to promote self‐design in the present and in the future, beyond the times and spaces of the school. In order to be vital, the life project must also concern the dimension of employability from the point of view of the Capability Approach (Sen, 1993), adopting new tools that favor the narration of oneself and one's own skills, learned in formal, non‐formal and informal.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
