This paper delves into the intricate relationship between conflict, pedagogy, and supervision, focusing on theoretical investigations and practical reflections within the field of educational work. The theoretical investigations encompass various frameworks, including philosophical, critical pedagogy, and group-analytic perspectives, aiming to better define the complexity of the relationship betweenconflict and education. In this sense, the study explores the role of pedagogy in understanding social and political conflicts, while also deepening the function of supervision within educational practices. Through pedagogical supervision, professionals can create a reflective environment that fosters personal and professional growth, even in contexts characterized by emergency interventions, trauma, and temporal and spatial limitations within the educational setting. By reconstructing a practical experience, the article aims to provide some interpretative guidelines for educators, supervisors, and pedagogists who work towards establishing critical-reflexive environments, particularly within emergency intervention contexts.
L’articolo approfondisce l’intricata relazione tra conflitto, pedagogia e supervisione, concentrandosi su indagini teoriche e riflessioni pratiche nell’ambito del lavoro educativo. Le indagini teoriche comprendono diversi quadri teorici, tra cui prospettive filosofiche, di pedagogia critica e gruppo-analitiche, per meglio definire la complessità del rapporto tra conflitto e educazione. In questo senso, il lavoro esplora ilruolo della pedagogia nella comprensione dei conflitti sociali e politici, approfondendo anche la funzione della supervisione entro le pratiche educative. Attraverso la supervisione pedagogica i professionisti possono creare un ambiente riflessivo che favorisca la crescita personale e professionale, anche in contesti caratterizzati da interventi di emergenza, traumi e limitazioni spazio-temporali del setting educativo. Tramite la ricostruzione di un’esperienza pratica, l’articolo mira a fornire alcune linee interpretative per educatori, supervisori e pedagogisti che lavorano all’istituzione di ambienti critico-riflessivi, in particolare all’interno di contesti emergenziali di intervento.
Conflict, Pedagogy, and Supervision. Exploring Theoretical Investigations and Practical Reflections on Educational Work / D'Antone, Alessandro. - In: FORM@RE. - ISSN 1825-7321. - 3:23(2023), pp. 196-206.
Conflict, Pedagogy, and Supervision. Exploring Theoretical Investigations and Practical Reflections on Educational Work
Alessandro D'Antone
2023
Abstract
This paper delves into the intricate relationship between conflict, pedagogy, and supervision, focusing on theoretical investigations and practical reflections within the field of educational work. The theoretical investigations encompass various frameworks, including philosophical, critical pedagogy, and group-analytic perspectives, aiming to better define the complexity of the relationship betweenconflict and education. In this sense, the study explores the role of pedagogy in understanding social and political conflicts, while also deepening the function of supervision within educational practices. Through pedagogical supervision, professionals can create a reflective environment that fosters personal and professional growth, even in contexts characterized by emergency interventions, trauma, and temporal and spatial limitations within the educational setting. By reconstructing a practical experience, the article aims to provide some interpretative guidelines for educators, supervisors, and pedagogists who work towards establishing critical-reflexive environments, particularly within emergency intervention contexts.File | Dimensione | Formato | |
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Descrizione: D'Antone (2023), Conflict, Pedagogy, and Supervision.
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