Prender parola. Il dialogo come strumento educativo e l’insegnante come facilitatore per costruire una classe-comunità inclusiva. Riflessioni a partire dalle pedagogie della parola e del dialogo e dalla Philosophy for Children

Abstract

The pedagogical reflection that is articulated in this essay starts from the idea that learning must be an active construction by learners. Specifically, it is necessary that pupils acquire both disciplinary contents and transversal skills that allow them to exercise an active and aware citizenship. Dialogue appears to be the educational tool to act in this perspective, since it is an inclusive platform that allows the democratic participation of all in the learning process and an interactive relationship with knowledge. The contributions of the pedagogies of word and dialogue and the curriculum of Philosophy for Children developed by Matthew Lipman open to reflection on how dialogue can be engaged in daily practice, through a transformation of the usual educational setting and a change in the role of the teacher, who becomes facilitator of the heuristic path.