The relationship between the children's rights and education is close and lasting, as amply demonstrated by the history of education. Comenio, Rousseau , Pestalozzi upto Korzac are the foundations of that awareness. The demon child’s face - the medieval one - exposed to sin and death or the angelic, metaphysical, stripped of its connotations and instinctual body (Giallongo, 1997; Becchi, Julia, 1997) child has nowadays given way to other representations of the childhood, being pedagogically more controlled but not less risky. They are the faces of the cognitive child (Piaget, Bruner, Gardner, Gopnik), a child seen only in a functional or intellectual sense, or the little tyrant, slave of the narcissistic delirium of his parents and prisoner of their emotional blackmail (Bobbio, 2013; Cambi, 2012). Those visions, as one-dimensional, contradict the ideal of the child-person unit (Papparella, 2005), unitary subject, early intersubjectivity willing and in need of being seen, heard and recognised by his peers and by the adults. A child, therefore, conceived as an 'etre de langage' (Dolto, 1987), in which the intelligence is mixed with the emotions, the will with the desire and where the educational proposals must include all domains of the experience of the individual: from the aesthetic, intellectual to the bodily and emotional ones. The article - from the perspective of the general education (therefore theoretical) - from the portraits of childhood defined above, will address the new needs (and related rights) of the child, with particular reference to the formal educational settings of the ECEC (Early Child Education and Care) as defined by the most accredited international documents (Proposal for Key principles of a Quality Framework for Early Childhood Education and Care).
Il rapporto tra diritti del bambino e pedagogia è stretto e indissolubile, come bene dimostra la storia della pedagogia. Comenio, Rousseau, Pestalozzi fino a Korzac rappresentano i capisaldi di questa consapevolezza, fissando l’immagine di un bambino le cui potenzialità impegnano l’adulto in modo deontologicamente assoluto. Il volto del bambino demone, quello medioevale, esposto tanto al peccato quanto alla morte o quello angelicato, metafisico, spogliato dei suoi connotati istintuali e corporei, oggi ha ceduto il passo ad altre rappresentazioni d’infanzia, più attuali ma non meno rischiose. Sono i volti del bambino cognitivo, figlio di una curricolarizzazione spinta del’esistenza, intesa solo in senso funzionale, o del piccolo tiranno, coagulo del delirio narcisistico dei genitori e prigioniero dei loro ricatti affettivi più o meno consapevoli. Tali visioni, poiché unidimensionali, contraddicono l’ideale unitario di bambino-persona, soggetto unitario, precocemente disposto all'intersoggettività e bisognoso di essere visto, riconosciuto ed ascoltato dall'adulto e dai suoi pari. Un bambino, quindi, ‘etre de langage’(Dolto, 1987), in cui l’intelligenza è impastata con l’affettività, la volontà con il desiderio e in cui la proposte educativa deve comprendere tutti i domini di esperienza della persona: da quelli estetici a quelli intellettuali fino a quelli motori ed affettivi. L’articolo, a partire dai ritratti di infanzia sopra delineati, affronterà nella prospettiva della pedagogia generale traguarderà i nuovi bisogni ( e i correlati diritti) del bambino, con particolare riferimento ai contesti educativi formali per la prima e la seconda infanzia così come delineato a partire dai documenti internazionali più accreditati (Proposal for Key principles of a Quality Framework for Early Childhood Education and Care).
Voci da una ‘pedagogia minore'. Volti, diritti e contesti per l'ascolto dell'infanzia
Bobbio A
2017-01-01
Abstract
The relationship between the children's rights and education is close and lasting, as amply demonstrated by the history of education. Comenio, Rousseau , Pestalozzi upto Korzac are the foundations of that awareness. The demon child’s face - the medieval one - exposed to sin and death or the angelic, metaphysical, stripped of its connotations and instinctual body (Giallongo, 1997; Becchi, Julia, 1997) child has nowadays given way to other representations of the childhood, being pedagogically more controlled but not less risky. They are the faces of the cognitive child (Piaget, Bruner, Gardner, Gopnik), a child seen only in a functional or intellectual sense, or the little tyrant, slave of the narcissistic delirium of his parents and prisoner of their emotional blackmail (Bobbio, 2013; Cambi, 2012). Those visions, as one-dimensional, contradict the ideal of the child-person unit (Papparella, 2005), unitary subject, early intersubjectivity willing and in need of being seen, heard and recognised by his peers and by the adults. A child, therefore, conceived as an 'etre de langage' (Dolto, 1987), in which the intelligence is mixed with the emotions, the will with the desire and where the educational proposals must include all domains of the experience of the individual: from the aesthetic, intellectual to the bodily and emotional ones. The article - from the perspective of the general education (therefore theoretical) - from the portraits of childhood defined above, will address the new needs (and related rights) of the child, with particular reference to the formal educational settings of the ECEC (Early Child Education and Care) as defined by the most accredited international documents (Proposal for Key principles of a Quality Framework for Early Childhood Education and Care).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
