Alleanze Educative E Contesti Partecipativi: Costruire Inclusione a Scuola Nella Società Complessa = Educational relationships and participative contexts : Building inclusion in schools in a complex society
Today we must deal with a reality the comprehension of which escapes the rules of modern science and draws on interpretive forms with a common denominator of various forms of complexity, which also condition growth processes and maturing minors. The school's task is to provide keys to reading t...
| Subtitles: | Educational relationships and participative contexts |
|---|---|
| Authors: | ; |
| Format: | Print Article |
| Language: | Italian |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
[2019]
|
| In: |
Rivista di scienze dell'educazione
Year: 2019, Volume: 57, Issue: 3, Pages: 347-360 |
| RelBib Classification: | ZB Sociology ZF Education |
| Further subjects: | B
inclusione
B Inclusion B Reciprocity B Inclusión B alleanze educative B educational alliances B alianzas educativas B Complexity B Escuela B School B Complessità B Scuola B reciprocità B Complejidad B Reciprocidad |
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| 245 | 1 | 0 | |a Alleanze Educative E Contesti Partecipativi |b Costruire Inclusione a Scuola Nella Società Complessa = Educational relationships and participative contexts : Building inclusion in schools in a complex society |c Luigi D'Alonzo, Ilaria Folci |
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| 520 | |a Today we must deal with a reality the comprehension of which escapes the rules of modern science and draws on interpretive forms with a common denominator of various forms of complexity, which also condition growth processes and maturing minors. The school's task is to provide keys to reading that place value on the elements of beauty and humanity of the modern world, such as relationships with others, valuing interpersonal differences, and the role of inclusion. It thus takes on the pedagogical concern for building bridges and relational alliances that allow young people to make the dynamics of sharing and reciprocity their own. | ||
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