L’apprendimento come partecipazione a contesti significativi: l’esperienza del Reggio Emilia Approach alla luce dei contributi di Maria Montessori e John Dewey

Retracing the educational ideas offered by Montessori and Dewey, this contribution intends to propose a reasoned reading of the role of context as an educating factor in Reggio’s pedagogy. According to a socio-constructivist approach, not only the school environment, but any type of social and cultural context can be important for educational purposes if significant relationships are identified and highlighted, in a generative perspective of new meanings and relationships.