文章基本信息

标题：L’educatore professionale socio-pedagogico nei servizi educativi e scolastici tra sviluppo sostenibile e governance inclusiva: alcuni dati di ricerca
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作者：Lucia Chiappetta Cajola ; Marianna Traversetti
期刊名称：Journal of Educational, Cultural and Psychological Studies (ECPS Journal)
印刷版ISSN：2037-7924
出版年度：2018
期号：17
页码：113-138
DOI：10.7358/ecps-2018-017-chia
语种：Italian
出版社：LED Edizioni Universitarie
摘要：The study proposes some reflections about the professional profile of the socio-pedagogical educator in the framework of inclusive education. In Italy, also in the perspective of the long life learning, the 205/2017 law attributes a fundamental role to the educator in connection with the dialogue, the collaboration and the interaction between the professional community and the school service. As observed by some ICF-CY based research (the ICF-CY application has recently been underlined also in the formative field), the educator is a link between school, children, students and families. He gives a very important contribute to realize the «Plan of education for sustainability» and the governance of special educational needs, enhancing formal, informal and non-formal learning. The educator can contribute to constructing innovative practices and reflective transformation by deepening and research: this is an identifying element of inclusive governance. In this context, the educator is an engine of effective relationship and mediation between school and territory and he establishes himself as a professional able to act in the dialectic and constructive relationship with all the subjects who work in educational services.
其他摘要：The study proposes some reflections about the professional profile of the socio-pedagogical educator in the framework of inclusive education. In Italy, also in the perspective of the long life learning, the 205/2017 law attributes a fundamental role to the educator in connection with the dialogue, the collaboration and the interaction between the professional community and the school service. As observed by some ICF-CY based research (the ICF-CY application has recently been underlined also in the formative field), the educator is a link between school, children, students and families. He gives a very important contribute to realize the «Plan of education for sustainability» and the governance of special educational needs, enhancing formal, informal and non-formal learning. The educator can contribute to constructing innovative practices and reflective transformation by deepening and research: this is an identifying element of inclusive governance. In this context, the educator is an engine of effective relationship and mediation between school and territory and he establishes himself as a professional able to act in the dialectic and constructive relationship with all the subjects who work in educational services.